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Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
Choices:
A. repel
B. attract
Answer with the letter.
| 1B
|
|
Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
Question: Which of the following could Bryan's test show?
Hint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Bryan was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Bryan had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Bryan checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.
Choices:
A. whether an inexpensive filter would become clogged more often
B. whether the filter was clogged
C. the amount of bacteria in the water before it was filtered
Answer with the letter.
| 1B
|
|
Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there
Question: Which better describes the Tibetan Plateau ecosystem?
Hint: Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India.
Choices:
A. It has warm summers. It also has cool winters.
B. It has long, cold winters. It also has mostly small plants.
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Choices:
A. repel
B. attract
Answer with the letter.
| 1B
|
|
Question: What is the capital of New Hampshire?
Choices:
A. Augusta
B. New York City
C. Manchester
D. Concord
Answer with the letter.
| 3D
|
|
Lecture: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.
Question: Which i in row C?
Choices:
A. the diner
B. the grocery store
C. the library
D. the school
Answer with the letter.
| 3D
|
|
Lecture: Moss plants reproduce using both asexual reproduction and sexual reproduction.
Moss plants use their male and female parts for sexual reproduction. The male parts produce sperm. Moss live in damp environments, and moss sperm can travel through water to the female parts.
The sperm fuse with eggs in the female part. This is called fertilization. Self-fertilization happens when a sperm from a moss plant fertilizes an egg from the same plant. Cross-fertilization happens when a sperm from one moss plant fertilizes an egg from a different moss plant.
The fertilized egg grows into a thin brown stalk on top of the female part. Each stalk has a small spore capsule at the top. Moss plants use asexual reproduction to make small spores in the capsules. When the capsules open, the spores are released.
When the spores land on the ground, they may germinate and grow into a new moss plant. This new moss plant can produce eggs and sperm and begin the moss life cycle again.
Question: What can happen to the spores after they are released?
Hint: This diagram shows the life cycle of a moss.
Choices:
A. They can fuse and form a fertilized egg.
B. They can grow into an adult moss plant.
Answer with the letter.
| 1B
|
|
Question: What is the capital of Hawaii?
Choices:
A. Helena
B. Santa Fe
C. Honolulu
D. Phoenix
Answer with the letter.
| 2C
|
|
Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
Question: Which of the following could Carter's test show?
Hint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Carter was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Carter wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.
Choices:
A. how well the weather station would work when it was windy
B. if the weather station would work when the temperature was 50°C
Answer with the letter.
| 1B
|
|
Question: What is the name of the colony shown?
Choices:
A. Maryland
B. New Jersey
C. Rhode Island
D. Delaware
Answer with the letter.
| 1B
|
|
Lecture: A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
Question: Is the following statement about our solar system true or false?
The largest planet is made mainly of ice.
Hint: Use the data to answer the question below.
Choices:
A. true
B. false
Answer with the letter.
| 1B
|
|
Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
Hint: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
Choices:
A. sample B
B. neither; the samples have the same temperature
C. sample A
Answer with the letter.
| 2C
|
|
Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
Question: Select the organism in the same species as the North American beaver.
Hint: This organism is a North American beaver. Its scientific name is Castor canadensis.
Choices:
A. Castor canadensis
B. Castor fiber
C. Polysticta stelleri
Answer with the letter.
| 0A
|
|
Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
Question: Select the organism in the same genus as the western crowned pigeon.
Hint: This organism is a western crowned pigeon. Its scientific name is Goura cristata.
Choices:
A. Lonicera japonica
B. Hystrix cristata
C. Goura cristata
Answer with the letter.
| 2C
|
|
Question: What can Percy and Cole trade to each get what they want?
Hint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Percy and Cole open their lunch boxes in the school cafeteria. Neither Percy nor Cole got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Percy's lunch Cole's lunch
Choices:
A. Percy can trade his tomatoes for Cole's broccoli.
B. Cole can trade his broccoli for Percy's oranges.
C. Cole can trade his almonds for Percy's tomatoes.
D. Percy can trade his tomatoes for Cole's carrots.
Answer with the letter.
| 0A
|
|
Question: Which country is highlighted?
Choices:
A. Solomon Islands
B. Tonga
C. Tuvalu
D. Fiji
Answer with the letter.
| 3D
|
|
Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
Question: Which of these states is farthest west?
Choices:
A. Massachusetts
B. Kentucky
C. Maine
D. North Carolina
Answer with the letter.
| 1B
|
|
Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.
Question: Look at the models of molecules below. Select the elementary substance.
Choices:
A. fluoromethanol
B. ozone
C. carbon tetrachloride
Answer with the letter.
| 1B
|
|
Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification.
Question: Select the amphibian below.
Hint: Amphibians have moist skin and begin their lives in water. A European green toad is an example of an amphibian.
Choices:
A. African bullfrog
B. barn owl
Answer with the letter.
| 0A
|
|
Lecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
Question: Which ocean is highlighted?
Choices:
A. the Arctic Ocean
B. the Southern Ocean
C. the Pacific Ocean
D. the Atlantic Ocean
Answer with the letter.
| 2C
|
|
Lecture: To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.
Question: Which specific humidity level was measured within the outlined area shown?
Hint: The map below shows humidity in the lower atmosphere on April 9, 2016. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Africa on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division
Choices:
A. 22 grams of water vapor per kilogram of air
B. 11 grams of water vapor per kilogram of air
C. 16 grams of water vapor per kilogram of air
Answer with the letter.
| 0A
|
|
Lecture: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Choices:
A. repel
B. attract
Answer with the letter.
| 0A
|
|
Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
Question: Which bird's beak is also adapted to get nectar out of long flowers?
Hint: Purple honeycreepers live in the forests of South America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: purple honeycreeper.
Choices:
A. common nighthawk
B. green violetear
Answer with the letter.
| 1B
|
|
Lecture: A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
Question: Is the following statement about our solar system true or false?
The four largest planets are made mainly of gas or ice.
Hint: Use the data to answer the question below.
Choices:
A. true
B. false
Answer with the letter.
| 0A
|
|
Lecture: An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.
Question: Which is this organism's scientific name?
Hint: This organism is a goldfish. It is also called Carassius auratus.
Choices:
A. Carassius auratus
B. goldfish
Answer with the letter.
| 0A
|
|
Lecture: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.
Question: Which i in row A?
Choices:
A. the theater
B. the police department
C. the fast-food restaurant
D. the fire department
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.
Choices:
A. The magnitude of the magnetic force is the same in both pairs.
B. The magnitude of the magnetic force is smaller in Pair 1.
C. The magnitude of the magnetic force is smaller in Pair 2.
Answer with the letter.
| 2C
|
|
Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
Question: Select the organism in the same genus as the small-mouth salamander.
Hint: This organism is a small-mouth salamander. Its scientific name is Ambystoma texanum.
Choices:
A. Lissotriton helveticus
B. Ambystoma texanum
C. Lissotriton vulgaris
Answer with the letter.
| 1B
|
|
Question: What is the name of the colony shown?
Choices:
A. South Carolina
B. North Carolina
C. Virginia
D. Florida
Answer with the letter.
| 0A
|
|
Question: What is the capital of Maryland?
Choices:
A. Boston
B. Omaha
C. Dover
D. Annapolis
Answer with the letter.
| 3D
|
|
Question: What can Kayla and Janet trade to each get what they want?
Hint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Kayla and Janet open their lunch boxes in the school cafeteria. Neither Kayla nor Janet got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Kayla's lunch Janet's lunch
Choices:
A. Kayla can trade her tomatoes for Janet's carrots.
B. Kayla can trade her tomatoes for Janet's broccoli.
C. Janet can trade her broccoli for Kayla's oranges.
D. Janet can trade her almonds for Kayla's tomatoes.
Answer with the letter.
| 1B
|
|
Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
Question: Which of these states is farthest east?
Choices:
A. Kansas
B. Minnesota
C. Connecticut
D. Maine
Answer with the letter.
| 3D
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.
Question: Which property do these four objects have in common?
Hint: Select the best answer.
Choices:
A. fuzzy
B. stretchy
C. slippery
Answer with the letter.
| 0A
|
|
Lecture: A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
Question: Is the following statement about our solar system true or false?
The four largest planets are made mainly of gas or ice.
Hint: Use the data to answer the question below.
Choices:
A. false
B. true
Answer with the letter.
| 1B
|
|
Question: Which state is highlighted?
Choices:
A. Colorado
B. Washington
C. Nevada
D. Idaho
Answer with the letter.
| 2C
|
|
Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
Question: Which of the following could Dustin's test show?
Hint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Dustin was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Dustin put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.
Choices:
A. how steady a parachute with a 1 m vent was at 200 km per hour
B. if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour
C. whether a parachute with a 1 m vent would swing too much at 400 km per hour
Answer with the letter.
| 0A
|
|
Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
Question: Which of these states is farthest south?
Choices:
A. North Dakota
B. Washington
C. Ohio
D. New Hampshire
Answer with the letter.
| 2C
|
|
Lecture: To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.
Question: Which air temperature was measured within the outlined area shown?
Hint: The map below shows air temperatures in the lower atmosphere on April 19, 2016. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division
Choices:
A. 3°C
B. -17°C
C. -4°C
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
Choices:
A. The magnitude of the magnetic force is smaller in Pair 1.
B. The magnitude of the magnetic force is the same in both pairs.
C. The magnitude of the magnetic force is smaller in Pair 2.
Answer with the letter.
| 2C
|
|
Question: What can Abdul and Elise trade to each get what they want?
Hint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Abdul and Elise open their lunch boxes in the school cafeteria. Neither Abdul nor Elise got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Abdul's lunch Elise's lunch
Choices:
A. Abdul can trade his tomatoes for Elise's carrots.
B. Elise can trade her broccoli for Abdul's oranges.
C. Elise can trade her almonds for Abdul's tomatoes.
D. Abdul can trade his tomatoes for Elise's broccoli.
Answer with the letter.
| 3D
|
|
Question: What is the capital of Rhode Island?
Choices:
A. Newport
B. Augusta
C. Providence
D. Carson City
Answer with the letter.
| 2C
|
|
Lecture: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
Question: Which of these continents does the prime meridian intersect?
Choices:
A. South America
B. Africa
C. Asia
Answer with the letter.
| 1B
|
|
Lecture: Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
Question: What is the expected ratio of offspring with green body feathers to offspring with blue body feathers? Choose the most likely ratio.
Hint: In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for blue body feathers (b) is recessive to the allele for green body feathers (B).
This Punnett square shows a cross between two budgerigar parakeets.
Choices:
A. 2:2
B. 0:4
C. 1:3
D. 3:1
E. 4:0
Answer with the letter.
| 0A
|
|
Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.
Question: Which continent is highlighted?
Choices:
A. Antarctica
B. North America
C. South America
D. Europe
Answer with the letter.
| 2C
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Choices:
A. attract
B. repel
Answer with the letter.
| 0A
|
|
Question: Which of these cities is marked on the map?
Choices:
A. Salt Lake City
B. San Jose
C. Los Angeles
D. Portland
Answer with the letter.
| 3D
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
Question: Will these magnets attract or repel each other?
Hint: Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
Choices:
A. attract
B. repel
Answer with the letter.
| 0A
|
|
Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of blue particles?
Hint: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.
Choices:
A. Solution A
B. Solution B
C. neither; their concentrations are the same
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
Choices:
A. The magnitude of the magnetic force is greater in Pair 2.
B. The magnitude of the magnetic force is the same in both pairs.
C. The magnitude of the magnetic force is greater in Pair 1.
Answer with the letter.
| 2C
|
|
Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.
Question: Which continent is highlighted?
Choices:
A. Europe
B. Asia
C. Africa
D. North America
Answer with the letter.
| 1B
|
|
Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
Hint: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
Choices:
A. sample B
B. neither; the samples have the same temperature
C. sample A
Answer with the letter.
| 0A
|
|
Lecture: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.
Question: Based on the event chain, which event leads directly to the defeat of the loon's team?
Hint: This event chain shows the events from an Ojibwe legend.
Choices:
A. The Winter Wind joins the hawk's team.
B. A goose joins the loon's team.
Answer with the letter.
| 0A
|
|
Question: What can Gavin and Nolan trade to each get what they want?
Hint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Gavin and Nolan open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Gavin wanted broccoli in his lunch and Nolan was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.
Choices:
A. Nolan can trade his broccoli for Gavin's oranges.
B. Nolan can trade his almonds for Gavin's tomatoes.
C. Gavin can trade his tomatoes for Nolan's broccoli.
D. Gavin can trade his tomatoes for Nolan's sandwich.
Answer with the letter.
| 2C
|
|
Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
Question: Which animal is also adapted to be camouflaged among dead leaves?
Hint: Dead leaf mantises are found in forests. The mantis is adapted to be camouflaged among dead leaves.
Figure: dead leaf mantis.
Choices:
A. skunk
B. fantastic leaf-tailed gecko
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
Choices:
A. The magnitude of the magnetic force is smaller in Pair 2.
B. The magnitude of the magnetic force is smaller in Pair 1.
C. The magnitude of the magnetic force is the same in both pairs.
Answer with the letter.
| 2C
|
|
Lecture: A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
Question: Which of the following organisms is the secondary consumer in this food web?
Hint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
Choices:
A. zooplankton
B. phytoplankton
C. kelp
D. plainfin midshipman
Answer with the letter.
| 3D
|
|
Lecture: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.
Question: Which i in column 1?
Choices:
A. the fast-food restaurant
B. the police department
C. the grocery store
D. the fire department
Answer with the letter.
| 3D
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
Choices:
A. The strength of the magnetic force is the same in both pairs.
B. The magnetic force is stronger in Pair 2.
C. The magnetic force is stronger in Pair 1.
Answer with the letter.
| 2C
|
|
Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.
Question: Which animal's feet are also adapted for sticking to smooth surfaces?
Hint: s live in the rain forests of Indonesia. They spend most of their lives in trees. The feet of the are adapted to stick to the smooth surfaces of leaves.
Figure: Borneo eared frog.
Choices:
A. meerkat
B. Madagascar day gecko
Answer with the letter.
| 1B
|
|
Lecture: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.
Question: Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
Hint: The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.
Choices:
A. to the left than to the right
B. to the right than to the left
Answer with the letter.
| 0A
|
|
Lecture: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.
Question: Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
Hint: The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.
Choices:
A. to the right than to the left
B. to the left than to the right
Answer with the letter.
| 1B
|
|
Lecture: Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
Producers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.
Consumers eat other organisms. Consumers cannot make their own food.
Question: In this food chain, the wild oat is a producer. Why?
Hint: This diagram shows a food chain from a grassland ecosystem in Wyoming.
Choices:
A. It eats another organism.
B. It makes its own food.
Answer with the letter.
| 1B
|
|
Question: What is the capital of Georgia?
Choices:
A. Atlanta
B. Topeka
C. Athens
D. Savannah
Answer with the letter.
| 0A
|
|
Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there
Question: Which better describes the Bering Land Bridge National Preserve ecosystem?
Hint: Figure: Bering Land Bridge National Preserve.
Bering Land Bridge National Preserve is a tundra ecosystem in western Alaska.
Choices:
A. It has long, cold winters. It also has many evergreen trees.
B. It has mostly small plants. It also has short, cold summers.
Answer with the letter.
| 1B
|
|
Question: What is the capital of Mississippi?
Choices:
A. Jackson
B. Raleigh
C. Biloxi
D. Tallahassee
Answer with the letter.
| 0A
|
|
Lecture: Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype.
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
| F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4
Question: What is the probability that a horse produced by this cross will be heterozygous for the coat color gene?
Hint: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L).
This Punnett square shows a cross between two horses.
Choices:
A. 2/4
B. 0/4
C. 1/4
D. 3/4
E. 4/4
Answer with the letter.
| 1B
|
|
Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
Hint: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
Choices:
A. sample B
B. sample A
C. neither; the samples have the same temperature
Answer with the letter.
| 1B
|
|
Question: What is the capital of Maryland?
Choices:
A. Harrisburg
B. Augusta
C. Norfolk
D. Annapolis
Answer with the letter.
| 3D
|
|
Question: What is the capital of California?
Choices:
A. Sacramento
B. Salem
C. Dover
D. Santa Fe
Answer with the letter.
| 0A
|
|
Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
Question: Select the organism in the same species as the great blue heron.
Hint: This organism is a great blue heron. Its scientific name is Ardea herodias.
Choices:
A. Strix varia
B. Bubo scandiacus
C. Ardea herodias
Answer with the letter.
| 2C
|
|
Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of purple particles?
Hint: The diagram below is a model of two solutions. Each purple ball represents one particle of solute.
Choices:
A. Solution B
B. neither; their concentrations are the same
C. Solution A
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
Choices:
A. The magnitude of the magnetic force is smaller in Pair 1.
B. The magnitude of the magnetic force is smaller in Pair 2.
C. The magnitude of the magnetic force is the same in both pairs.
Answer with the letter.
| 1B
|
|
Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
Question: Which of these states is farthest south?
Choices:
A. North Carolina
B. Rhode Island
C. Utah
D. Minnesota
Answer with the letter.
| 0A
|
|
Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of pink particles?
Hint: The diagram below is a model of two solutions. Each pink ball represents one particle of solute.
Choices:
A. Solution B
B. neither; their concentrations are the same
C. Solution A
Answer with the letter.
| 2C
|
|
Lecture: Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.
Question: Select the chemical formula for this molecule.
Choices:
A. SiH4
B. SiHe
C. SiHe4
D. Si2H4
Answer with the letter.
| 0A
|
|
Lecture: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.
Question: Which trait did Meiolania have? Select the trait you can observe on the fossil.
Hint: This picture shows a fossil of an ancient animal called Meiolania. An adult Meiolania was about eight feet long.
Choices:
A. front and back legs
B. long, thin antennae
Answer with the letter.
| 0A
|
|
Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification.
Question: Select the bird below.
Hint: Birds have feathers, two wings, and a beak. A pelican is an example of a bird.
Choices:
A. robin
B. American bullfrog
Answer with the letter.
| 0A
|
|
Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
Question: Does this passage describe the weather or the climate?
Hint: Figure: Gobi Desert.
A high pressure system can push clouds out of an area. The Gobi Desert has high pressure for 250 days per year on average.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Choices:
A. weather
B. climate
Answer with the letter.
| 1B
|
|
Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of pink particles?
Hint: The diagram below is a model of two solutions. Each pink ball represents one particle of solute.
Choices:
A. Solution B
B. Solution A
C. neither; their concentrations are the same
Answer with the letter.
| 1B
|
|
Lecture: A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
Question: Based on the arrows, which of the following organisms is an omnivore?
Hint: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
Choices:
A. barren-ground caribou
B. grizzly bear
Answer with the letter.
| 1B
|
|
Lecture: A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
Question: Is the following statement about our solar system true or false?
Jupiter's volume is more than ten times as large as Saturn's volume.
Hint: Use the data to answer the question below.
Choices:
A. true
B. false
Answer with the letter.
| 1B
|
|
Question: What is the capital of Massachusetts?
Choices:
A. Plymouth
B. Montgomery
C. Boston
D. Hartford
Answer with the letter.
| 2C
|
|
Lecture: Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.
Question: What type of rock is peridotite?
Hint: This is a piece of peridotite. Peridotite is made mostly of the mineral olivine. Olivine gives the rock its greenish color.
Peridotite forms through the cooling of melted rock. It is usually found deep below the earth's surface. Scientists think that a large part of the earth's mantle is made of peridotite.
Choices:
A. sedimentary
B. metamorphic
C. igneous
Answer with the letter.
| 2C
|
|
Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of green particles?
Hint: The diagram below is a model of two solutions. Each green ball represents one particle of solute.
Choices:
A. Solution B
B. neither; their concentrations are the same
C. Solution A
Answer with the letter.
| 0A
|
|
Lecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
Question: Which ocean is highlighted?
Choices:
A. the Southern Ocean
B. the Atlantic Ocean
C. the Arctic Ocean
D. the Indian Ocean
Answer with the letter.
| 3D
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
Choices:
A. The magnitude of the magnetic force is smaller in Pair 2.
B. The magnitude of the magnetic force is the same in both pairs.
C. The magnitude of the magnetic force is smaller in Pair 1.
Answer with the letter.
| 1B
|
|
Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
Question: Which of the following could Ken's test show?
Hint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Ken was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Ken had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Ken checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.
Choices:
A. whether an inexpensive filter would become clogged more often
B. the amount of bacteria in the water before it was filtered
C. whether the filter was clogged
Answer with the letter.
| 2C
|
|
Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
Question: Which bird's beak is also adapted to filter through mud?
Hint: Ringed teals eat invertebrates and plants that live near water. The shape of the 's beak is adapted to filter through mud for food.
The gathers muddy water in its beak and then pushes it out through gaps along the sides. Bits of food, such as plant roots, are left behind inside the teal's beak.
Figure: ringed teal.
Choices:
A. spotted munia
B. Canada goose
Answer with the letter.
| 1B
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
Question: Which property matches this object?
Hint: Select the better answer.
Choices:
A. salty
B. yellow
Answer with the letter.
| 0A
|
|
Lecture: An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.
Question: Which is this organism's common name?
Hint: This organism is a bull shark. It is also called Carcharhinus leucas.
Choices:
A. bull shark
B. Carcharhinus leucas
Answer with the letter.
| 0A
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Question: Which property matches this object?
Hint: Select the better answer.
Choices:
A. slippery
B. salty
Answer with the letter.
| 1B
|
|
Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.
Question: Which animal's feet are also adapted to walk on snow and ice?
Hint: Many s live in areas with cold, snowy winters. The 's feet are adapted for walking on snow and ice.
Figure: brown bear.
Choices:
A. Siberian tiger
B. horse
Answer with the letter.
| 0A
|
|
Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
Question: Select the organism in the same species as the red kangaroo.
Hint: This organism is a red kangaroo. Its scientific name is Macropus rufus.
Choices:
A. Camelus bactrianus
B. Cervus canadensis
C. Macropus rufus
Answer with the letter.
| 2C
|
|
Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
Question: Which property matches this object?
Hint: Select the better answer.
Choices:
A. yellow
B. shiny
Answer with the letter.
| 1B
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.
Choices:
A. The magnitude of the magnetic force is the same in both pairs.
B. The magnitude of the magnetic force is smaller in Pair 2.
C. The magnitude of the magnetic force is smaller in Pair 1.
Answer with the letter.
| 1B
|
|
Question: What is the capital of Delaware?
Choices:
A. Pierre
B. Portland
C. Dover
D. Wilmington
Answer with the letter.
| 2C
|
|
Lecture: A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Question: Which material is this cup made of?
Choices:
A. plastic
B. metal
Answer with the letter.
| 0A
|
|
Lecture: A force is a push or a pull that one object applies to another. Every force has a direction.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling.
Question: What is the direction of this pull?
Hint: A huge magnet moves metal in a junkyard. The magnet's force pulls pieces of metal upward.
Choices:
A. toward the magnet
B. away from the magnet
Answer with the letter.
| 0A
|
|
Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.
Choices:
A. The magnitude of the magnetic force is greater in Pair 1.
B. The magnitude of the magnetic force is the same in both pairs.
C. The magnitude of the magnetic force is greater in Pair 2.
Answer with the letter.
| 2C
|
|
Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
Question: Does this passage describe the weather or the climate?
Hint: Figure: Antarctica.
Scientists face many challenges working in Antarctica. Cracked lips and dry skin are constant problems on scientific expeditions like the one shown here. The low humidity over the last month of the expedition didn't help!
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Choices:
A. weather
B. climate
Answer with the letter.
| 0A
|
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