Prompt:
In nature, what's the relationship between these two creatures?
A. Symbiotic relationship
B. Predatory relationships
C. Competitive relationships
D. Parasitic relationships

In an environment, organisms interact with each other. How they interact tells you the type of relationship that exists between them.
There are many different types of relationships. The relationship between two creatures is called a symbiotic relationship if one creatures provides the other creatures with food or shelter. The relationship is called a predatory relationship if one creatures eats the other creatures. The relationship is called a competitive relationship if both creatures are trying to survive by eating similar food. The relationship is called a parasitic relationship if one creatures survives by living off of the other creatures.
Look at the drawings of the two creatures.
The relationship between the swan and the duck is symbiotic. One creatures provides food or shelter to the other creatures.
The swan provides the duck with food. The answer is A.


Prompt:
In nature, what's the relationship between these two creatures?
A. Symbiotic relationship
B. Predatory relationships
C. Competitive relationships
D. Parasitic relationships

In an environment, creatures can have different types of relationships with each other. The type of relationship that two creatures have depends on what each creature is doing to the other creatures.
Creature 1 is doing something to Creature 2.
This relationship is called a predatory relationship. The two creatures are predators. They hunt and eat other creatures.
Creature 1 and Creature 2 are predators. They hunt and eat other creatures.
This relationship is called a competitive relationship. The two creatures compete with each other. They both try to survive and reproduce in a world with limited resources.
Creature 1 and Creature 2 are competitors. They compete with each other.
This relationship is called a symbiotic relationship. The two creatures live in a mutually beneficial relationship. Both creatures benefit from their relationship with each other.
Creature 1 and Creature 2 have a symbiotic relationship. Both creatures benefit from their relationship with each other. The answer is A.


Prompt:
In nature, what's the relationship between these two creatures?
A. Symbiotic relationship
B. Predatory relationships
C. Competitive relationships
D. Parasitic relationships

In an environment, organisms interact with each other. How they interact tells you the type of relationship they have.
The relationship between two organisms depends on what each organism is doing. Consider the relationships between the lion and the antelope and the shark and the seal.
The lion and the antelope have a predatory relationship. The lion uses its large size and sharp teeth to hunt down and eat the antelope.
The shark and the seal have a predatory relationship. The shark uses its sharp teeth to cut into the seal's flesh.
Both predatory relationships are examples of relationships based on eating each other.
The orangutan and the swallow have a symbiotic relationship. The orangutan gives the swallow a place to live, and the swallow helps the orangutan by eating insects that bother the orangutan.
The fox and the farmer have a competitive relationship. Both the fox and the farmer want to get food from the same location. But the fox is trying to steal food from the farmer! So, their relationship is competitive.
The parasitic relationship is a type of competitive relationship. But the two organisms in a parasitic relationship often live on or in each other. So, this type of relationship is not competitive. The lion and the antelope have a predatory relationship. The lion uses its large size and sharp teeth to hunt down and eat the antelope.
The relationship between the lion and the antelope is predatory. Both organisms are trying to hurt or kill each other. The answer is B.


Prompt:
In nature, what's the relationship between these two creatures?
A. Symbiotic relationship
B. Predatory relationships
C. Competitive relationships
D. Parasitic relationships

In an environment, creatures can have different types of relationships with each other. The type of relationship tells you how the creatures affect each other.
The relationships between creatures are called interactions. Interactions can be divided into types. The table below shows some common interaction types:
Type of interaction | Description
Commensalism | Both creatures are surviving or growing
Competition | Both creatures are trying to survive or grow, but the survival or growth of one creatures depends on the behavior of the other creatures
Predation | One creatures eats the other creatures
Parasitism | One creatures survives off of the resources provided by the other creatures
There are many ways to tell the difference between interaction types. For example, in predation and parasitism, the stronger creatures usually eat or exploit the weaker creatures. In competition, both creatures try to survive or grow, but the behavior of each creatures does not directly affect the survival or growth of the other creatures. In commensalism, one creatures provides a service or resource to the other creatures without being affected by them. To tell if a relationship is symbiotic, look at whether both creatures are surviving or growing. If both creatures are surviving or growing, the relationship is symbiotic. To tell if a relationship is predatory, look at whether the survival or growth of one creatures depends on the behavior of the other creatures. If the survival or growth of one creatures depends on the behavior of the other creatures, the relationship is predatory. To tell if a relationship is competitive, look at whether both creatures are trying to survive or grow. If both creatures are trying to survive or grow, the relationship is competitive. To tell if a relationship is parasitic, look at whether one creatures survives off of resources provided by the other creatures. If one creatures survives off of resources provided by the other creatures, the relationship is parasitic. The relationship between these two creatures is symbiotic. One creatures provides a service or resource to the other creatures without being affected by them. The answer is A.


Prompt:
In nature, what's the relationship between these two creatures?
A. Symbiotic relationship
B. Predatory relationships
C. Competitive relationships
D. Parasitic relationships

In an environment, creatures can have different types of relationships with each other. The relationship between two creatures depends on what each creature is doing to the other or to its environment.
The relationships that creatures can have with each other include the following:
Symbiotic relationships: When two creatures of different species live in a way that helps both creatures, it is called a symbiotic relationship.
Prey-predator relationships: A predator-prey relationship involves two creatures that hunt or are hunted. The two creatures are called a predator and a prey.
Competitive relationships: In a competitive relationship, two creatures are trying to survive or reproduce in a environment that offers limited resources.
Parasitic relationships: A parasitic relationship involves two creatures where one creatures benefits and the other is harmed.
To help you understand the relationship between two creatures, look at what each creature is doing to the other or to its environment. Consider the following examples:
A clam opens its shell to allow a fish to enter and leave a pool. The clam is providing a place for the fish to live and leave its eggs. So, the clam is in a symbiotic relationship with the fish.
A shark eats a fish. The shark is a predator, and the fish is prey. So, the shark and the fish have a predator-prey relationship.
A plant grows in harmony with an animal that eats it. The plant and the animal are in a symbiotic relationship.
A parasite attaches to a host and feeds on it. The host is harmed, and the parasite benefits. So, the host and the parasite have a parasitic relationship.
Look at the examples of what each creature is doing to the other or to its environment. Then, decide which relationship best describes that situation. The answer is A.


Prompt:
In nature, what's the relationship between these two creatures?
A. Symbiotic relationship
B. Predatory relationships
C. Competitive relationships
D. Parasitic relationships

In an environment, different creatures can have one or more relationships with each other. The relationship between two creatures tells you how they interact with each other.
The relationships that creatures can have with each other include:
Competitive relationships: When creatures compete, each creature tries to get as much food or space as it can.
Predatory relationships: When a creature eats another creature, a predator-prey relationship is formed.
Symbiotic relationships: When two creatures interact in a helpful way, they form a symbiotic relationship. The answer is A.


Prompt:
In nature, what's the relationship between these two creatures?
A. Symbiotic relationship
B. Predatory relationships
C. Competitive relationships
D. Parasitic relationships

In an environment, organisms interact with each other. How they interact tells you the type of relationship they have.
The relationship between two organisms depends on what each organism is doing. Consider the relationships between the cat and the bird in the drawing.
The cat chases the bird. This tells you they have a predatory relationship. The cat uses the bird to get food.
The bird cries to get the cat to leave. This tells you they have a competitive relationship. Both the cat and the bird want the same resource.
The cat scratches the tree. The tree doesn't care about the cat's behavior. This tells you they have a parasitic relationship. The cat uses the tree to get food and shelter, but the tree is not hurt by the cat's behavior.
The cat and bird share the tree. This tells you they have a symbiotic relationship. The cat and bird both benefit from their relationship. The answer is B.


Prompt:
In nature, what's the relationship between these two creatures?
A. Symbiotic relationship
B. Predatory relationships
C. Competitive relationships
D. Parasitic relationships

In an environment, organisms interact with each other. How they interact tells you the type of relationship that exists between them.
There are many different types of relationships. The table below shows some common relationships.
 | Relationship | Organisms involved
Symbiotic | one organism and one or more other organisms
Parasitic | one organism that lives off of another organism
Predatory | two organisms. The one organism kills and eats the other organism
Competitive | two organisms that live in the same environment. Both organisms try to survive by eating resources up.
The relationship between two organisms tells you what each organism gets from the relationship.
A symbiotic relationship involves two organisms that both benefit from the relationship.
A mutualistic relationship is a type of symbiotic relationship. Both organisms benefit equally from the relationship.
A parasitic relationship involves one organism that benefits from the relationship and one organism that is harmed by the relationship.
A predator-prey relationship involves two organisms. The one organism kills and eats the other organism.
In a competitive relationship, two organisms try to survive by eating resources up. But each organism only gets resources that it can use for itself. The answer is A.


Prompt:
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.

Ernesto was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Ernesto thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.
Which of the following could Ernesto's test show?
A. which design would have the least traffic noise in the concert area
B. if at least 20% of the park would be shaded by trees in each design
C. which design would have the greatest distance between the concert area and the road

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 engineering-design process works best when you define the problem clearly and compare potential solutions. In order to test each design, you need to define criteria that the designs must meet. For example, you might decide that the designs must include a fence for the chickens and a gate to let people enter.
Then, you can compare the designs to the criteria. You can use a scale drawings to show how each design looks. The drawings show that the designs are not equal. One design includes a fence, but the other designs do not.
So, the test can show which designs meet the criteria. The answer is C.

which design would have the least traffic noise in the concert area

if at least 20% of the park would be shaded by trees in each design

which design would have the greatest distance between the concert area and the road


Prompt:
Figure: Taklamakan Desert.
The Taklamakan Desert is a cold desert ecosystem in northwestern China. Towns in this desert were stops along the Silk Road, a historical trade route between China and eastern Europe.
Which statement describes the Taklamakan Desert ecosystem?
A. It has warm summers and mild winters.
B. It has a medium amount of rain.
C. It has dry, thin soil.

An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Taklamakan Desert has dry, thin soil. It has long, cold winters and a small amount of rain. The answer is C.


Prompt:
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.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnetic force is weaker in Pair 2.
B. The magnetic force is weaker in Pair 1.
C. The strength of the magnetic force is the same in both pairs.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. The answer is A.

The strength of the magnetic force is the same in both pairs.


Prompt:
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.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is the same in both pairs.
B. The magnitude of the magnetic force is greater in Pair 1.
C. The magnitude of the magnetic force is greater in Pair 2.

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. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is B.

The magnitude of the magnetic force is the same in both pairs.

The magnitude of the magnetic force is greater in Pair 1.

The magnitude of the magnetic force is greater in Pair 2.


Prompt:
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 shapes.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is greater in Pair 1.
B. The magnitude of the magnetic force is greater in Pair 2.
C. The magnitude of the magnetic force is the same in both pairs.

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. Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is A.

The magnitude of the magnetic force is greater in Pair 1.

The magnitude of the magnetic force is greater in Pair 2.

The magnitude of the magnetic force is the same in both pairs.


Prompt:
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.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is the same in both pairs.
B. The magnitude of the magnetic force is greater in Pair 2.
C. The magnitude of the magnetic force is greater in Pair 1.

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. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B.

The magnitude of the magnetic force is the same in both pairs.

The magnitude of the magnetic force is greater in Pair 2.

The magnitude of the magnetic force is greater in Pair 1.


Prompt:
Select the best answer.
Which property do these three objects have in common?
A. smooth
B. flexible
C. blue

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.
For each object, decide if it has that property.
A flexible object can be folded or bent without breaking easily. The silk tie is flexible, but the glass bottle is not.
A smooth object is not scratchy or rough. All three objects are smooth.
Blue is a color.
This color is blue. The silk tie is blue, but the glass bottle and the baseball bat are not.
The property that all three objects have in common is smooth. The answer is A.


Prompt:
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.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
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.

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. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is B.

The magnitude of the magnetic force is the same in both pairs.

The magnitude of the magnetic force is smaller in Pair 1.

The magnitude of the magnetic force is smaller in Pair 2.


Prompt:
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 shapes.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
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.

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. The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is C.

The magnitude of the magnetic force is smaller in Pair 1.

The magnitude of the magnetic force is the same in both pairs.

The magnitude of the magnetic force is smaller in Pair 2.


Prompt:
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.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnetic force is stronger in Pair 2.
B. The strength of the magnetic force is the same in both pairs.
C. The magnetic force is stronger in Pair 1.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together. Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. The answer is C.

The magnetic force is stronger in Pair 2.

The strength of the magnetic force is the same in both pairs.

The magnetic force is stronger in Pair 1.


Prompt:
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.
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
A. neither; the samples have the same temperature
B. sample B
C. sample A

The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.

neither; the samples have the same temperature


Prompt:
Look at the models of molecules below. Select the elementary substance.
A. hydrazine
B. carbon tetrachloride
C. chlorine

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. The answer is C.


Prompt:
The diagram below is a model of two solutions. Each blue ball represents one particle of solute.
Which solution has a higher concentration of blue particles?
A. neither; their concentrations are the same
B. Solution A
C. Solution B

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is C.

neither; their concentrations are the same


Prompt:
The diagram below is a model of two solutions. Each green ball represents one particle of solute.
Which solution has a higher concentration of green particles?
A. Solution A
B. Solution B
C. neither; their concentrations are the same

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is B.

neither; their concentrations are the same


Prompt:
The diagram below is a model of two solutions. Each purple ball represents one particle of solute.
Which solution has a higher concentration of purple particles?
A. Solution B
B. neither; their concentrations are the same
C. Solution A

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles. The answer is C.

neither; their concentrations are the same


Prompt:
The diagram below is a model of two solutions. Each purple ball represents one particle of solute.
Which solution has a higher concentration of purple particles?
A. neither; their concentrations are the same
B. Solution A
C. Solution B

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles. The answer is C.

neither; their concentrations are the same


Prompt:
The diagram below is a model of two solutions. Each purple ball represents one particle of solute.
Which solution has a higher concentration of purple particles?
A. Solution A
B. Solution B
C. neither; their concentrations are the same

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles. The answer is B.

neither; their concentrations are the same


Prompt:
The diagram below is a model of two solutions. Each pink ball represents one particle of solute.
Which solution has a higher concentration of pink particles?
A. Solution A
B. Solution B
C. neither; their concentrations are the same

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. The answer is A.

neither; their concentrations are the same


Prompt:
The diagram below is a model of two solutions. Each green ball represents one particle of solute.
Which solution has a higher concentration of green particles?
A. Solution B
B. Solution A
C. neither; their concentrations are the same

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is B.

neither; their concentrations are the same


Prompt:
The diagram below is a model of two solutions. Each blue ball represents one particle of solute.
Which solution has a higher concentration of blue particles?
A. Solution B
B. neither; their concentrations are the same
C. Solution A

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles. The answer is C.

neither; their concentrations are the same


Prompt:
This picture shows a fossil of an ancient animal called Ursus spelaeus.
Ursus spelaeus went extinct about 24,000 years ago. Many Ursus spelaeus fossils have been found in caves.
Which trait did Ursus spelaeus have? Select the trait you can observe on the fossil.
A. brown fur covering most of its body
B. long legs
C. rounded ears

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. The answer is B.


Prompt:
This is a piece of slate. Slate usually forms from a sedimentary rock called shale. Slate can form when shale is changed by high temperature and pressure.
Slate is usually dark-colored. The word blackboard comes from the color of slate. Decades ago, blackboards were made of black slate.
What type of rock is slate?
A. sedimentary
B. metamorphic
C. igneous

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. Slate is a metamorphic rock. Like other metamorphic rocks, it forms when a rock is changed by high temperature and pressure.
Heat and pressure can change the type and arrangement of minerals in a rock. This change forms a new rock with different properties. Slate can form when sedimentary rocks such as shale are changed by heat and pressure. The answer is B.


Prompt:
Read the first part of the passage about arctic foxes.
Arctic foxes live in very cold places. Their fur coats keep them warm.
Their tails help keep them warm, too. These foxes have big, bushy tails. They put their tails around their bodies when they go to sleep.
Complete the sentence.
Arctic foxes use their tails to ().
A. keep warm
B. move around
C. hide food

Arctic foxes use their tails to keep warm. The answer is A.


Prompt:
Read the text about kangaroos.
Kangaroos are unusual-looking animals. But their funny-looking bodies help them survive in the wild. Thanks to their strong back legs, kangaroos can jump up to thirty feet high. They also pound their long feet and big tails on the ground to warn other kangaroos of danger.
Kangaroos use their short arms to defend themselves against each other or dangerous animals, such as wild dogs. Some people call kangaroos boxers because of the way they hold their arms when they fight. Kangaroos also sometimes lick their arms on hot days. They do this to cool off. From head to toe, kangaroos use what they have to stay safe and comfortable in the wild.
Why are kangaroos called boxers?
A. because they lick their arms before fighting
B. because they have strong back legs
C. because of how they use their arms to fight

Kangaroos use their short arms to defend against each other or dangerous animals, such as wild dogs. Some people call kangaroos boxers because of the way they hold their arms when they fight. Kangaroos sometimes lick their arms on hot days. They do this to cool off. From head to toe, kangaroos use what they have to stay safe and comfortable in the wild. The answer is C.

because they lick their arms before fighting

because of how they use their arms to fight


Prompt:
Read the first part of the passage about rays.
Rays are a kind of fish. But they do not look like other fish. Most rays are shaped like big, flat kites.
Rays have great big fins that look like wings. The fins help rays swim. Rays look like birds flying in the water.
What are rays?
A. Rays are fish that do not have fins.
B. Rays are fish that are shaped like kites.
C. Rays are birds that swim in the water.

B. Rays are fish that are shaped like kites.
C. Rays are birds that swim in the water.
The passage says that most rays are shaped like big, flat kites. It also says that rays have great big fins that look like wings. The answer is B.

Rays are fish that are shaped like kites.


Prompt:
Which is the main persuasive appeal used in this ad?
A. pathos (emotion)
B. ethos (character)
C. logos (reason)

The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a "real person" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury The ad appeals to logos, or reason. It uses a graph to display information that shows its brand outperforms other brands. The answer is C.


Prompt:
Which rhetorical appeal is primarily used in this ad?
A. pathos (emotion)
B. logos (reason)
C. ethos (character)

The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a "real person" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury The ad appeals to ethos, or character, by emphasizing that the brand has been trusted by customers for many years. The answer is C.


Prompt:
Which is the main persuasive appeal used in this ad?
A. ethos (character)
B. pathos (emotion)
C. logos (reason)

The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a "real person" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion. It links the airline to feelings of luxury and relaxation. The answer is B.


Prompt:
Which rhetorical appeal is primarily used in this ad?
A. pathos (emotion)
B. logos (reason)
C. ethos (character)

The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a "real person" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury The ad appeals to logos, or reason, by citing research to show that the advertised toothpaste is highly effective. The answer is B.


Prompt:
Which is the main persuasive appeal used in this ad?
A. logos (reason)
B. pathos (emotion)
C. ethos (character)

The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a "real person" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury The ad appeals to ethos, or character. It focuses on the brand's reputation among customers. The answer is C.


Prompt:
Look at the picture. Which word best describes the sound this water makes?
A. snapping
B. growling
C. dripping

When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
 Look at the picture.
The word dripping describes the sound this water makes.
Growling and snapping can also describe sounds. But they do not describe the sounds this water makes. The answer is C.


Prompt:
Which rhetorical appeal is primarily used in this ad?
A. pathos (emotion)
B. ethos (character)
C. logos (reason)

The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a "real person" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury The ad appeals to ethos, or character, by emphasizing that highly respected companies trust Novanoid's cloud computing service. The answer is B.


Prompt:
Which rhetorical appeal is primarily used in this ad?
A. pathos (emotion)
B. ethos (character)
C. logos (reason)

The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a "real person" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury The ad appeals to pathos, or emotion, by associating the advertised product with positive social interactions. The answer is A.


Prompt:
Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.
Many countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.
The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?
A. Both my state and national government officials have power over important issues.
B. I only pay attention to state politics since the national government has almost no power.
C. My national government officials decide most issues that come up.

The answer is A.

Both my state and national government officials have power over important issues.

I only pay attention to state politics since the national government has almost no power.

My national government officials decide most issues that come up.


Prompt:
Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.
Many countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.
The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?
A. My national government officials decide most issues that come up.
B. Both my state and national government officials have power over important issues.
C. I only pay attention to state politics since the national government has almost no power.

The answer is B.

My national government officials decide most issues that come up.

Both my state and national government officials have power over important issues.

I only pay attention to state politics since the national government has almost no power.


Prompt:
Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.
Many countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.
The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?
A. I only pay attention to state politics since the national government has almost no power.
B. My national government officials decide most issues that come up.
C. Both my state and national government officials have power over important issues.

The answer is C.

I only pay attention to state politics since the national government has almost no power.

My national government officials decide most issues that come up.

Both my state and national government officials have power over important issues.


Prompt:
Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.
Many countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.
The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?
A. Both my state and national government officials have power over important issues.
B. My national government officials decide most issues that come up.
C. I only pay attention to state politics since the national government has almost no power.

The answer is A.

Both my state and national government officials have power over important issues.

My national government officials decide most issues that come up.

I only pay attention to state politics since the national government has almost no power.


Prompt:
Animals often behave in certain ways that can increase their reproductive success. Read the passage about a specific animal behavior. Then, follow the instructions below.

African lions live in groups called prides. In a pride, female lions, or lionesses, may give birth to cubs around the same time. When this happens, the lionesses help raise each other's cubs. The lionesses work together to feed and protect all the cubs for about two years.
Lionesses have to protect their cubs from male lions that are not part of their pride. These male lions may attack and kill the cubs to try to take over the pride. When a pride has multiple lionesses, the cubs are less likely to be killed in an attack. When a pride has only one lioness, the cubs are more likely to be killed.
Figure: African lionesses and their cubs.
Why might raising cubs with other lionesses in a pride increase an African lioness's reproductive success? Complete the claim below that answers this question and is best supported by the passage.
Raising cubs with other lionesses in a pride increases the chances that ().
A. the lioness's cubs will survive attacks
B. the lioness will feed the cubs of other lionesses
C. the lioness's cubs will be around other cubs

African lionesses have to protect their cubs from male lions that are not part of their pride. These male lions may attack and kill the cubs to try to take over the pride. When a pride has multiple lionesses, the cubs are less likely to be killed in an attack. When a pride has only one lioness, the cubs are more likely to be killed.
So, by raising cubs with other lionesses in a pride, the lionesses increase the chances that their cubs will survive. This increases the lionesses's reproductive success. The answer is A.

the lioness will feed the cubs of other lionesses

the lioness's cubs will be around other cubs


Prompt:
This picture shows an Indian flying fox.
Complete the sentence.
An Indian flying fox is a ().
A. bat
B. fox
C. bird

An Indian flying fox is a bat.
Flying foxes are a type of bat. They have flaps of loose skin on their sides. These flaps help them fly. The answer is A.


Prompt:
Animals often behave in certain ways that can increase their reproductive success. Read the passage about a specific animal behavior. Then, follow the instructions below.

Baboons are found in many parts of Africa, where they live in groups. Female baboons in a group can form social bonds, or close relationships, with other females. Most female baboons form social bonds, but some have stronger bonds than others. Females that have stronger social bonds spend more time grooming, or cleaning, each other.
When a female has strong social bonds with other females, more of her offspring reach adulthood than the offspring of females with weak social bonds. This may be because having strong social bonds helps a female handle stress. When female baboons are stressed, the females that have strong social bonds spend more time together. This makes the females less stressed, which can also help their offspring.
Figure: baboons grooming one another.
Why might forming strong social bonds with other females increase the reproductive success of a female baboon? Complete the claim below that answers this question and is best supported by the passage.
Forming strong social bonds with other females increases the chances that ().
A. the female will spend more time grooming other baboons
B. the female's offspring will be around other females
C. the female's offspring will live longer

Forming strong social bonds with other females increases the chances that the female's offspring will live longer. The passage states that female baboons with strong social bonds spend more time grooming each other.
This indicates that female baboons that have strong social bonds spend more time near each other. Because they spend more time near each other, their offspring are more likely to be around other females. This, in turn, increases the chances that the female's offspring will live longer. The answer is C.

the female will spend more time grooming other baboons

the female's offspring will be around other females


Prompt:
This picture shows a leaf-cutter ant. A leaf-cutter ant is a type of insect. Each leaf-cutter ant has a hard outer covering called an exoskeleton. The exoskeleton helps protect the ant's body.
This type of ant is called a leaf-cutter because it cuts pieces of leaves off plants. Leaf-cutter ants do not eat the leaf pieces. Instead, they use the pieces to grow their food.
Which trait does this leaf-cutter ant have?
A. The outside of its body is soft.
B. It eats leaves.
C. It has long, thin legs.

This type of ant is called a leaf-cutter because it cuts pieces of leaves off plants. Leaf-cutter ants do not eat the leaf pieces. Instead, they use the pieces to grow their food.
The outside of a leaf-cutter ant's body is not soft. A leaf-cutter ant has a hard exoskeleton covering its body. Also, leaf-cutter ants do not eat leaves. The answer is C.


Prompt:
This picture shows a leaf-cutter ant. A leaf-cutter ant is a type of insect. Each leaf-cutter ant has a hard outer covering called an exoskeleton. The exoskeleton helps protect the ant's body.
This type of ant is called a leaf-cutter because it cuts pieces of leaves off plants. Leaf-cutter ants do not eat the leaf pieces. Instead, they use the pieces to grow their food.
Which trait does this leaf-cutter ant have?
A. It can carry a piece of a leaf.
B. It eats leaves.
C. The outside of its body is soft.

This type of ant is called a leaf-cutter because it cuts pieces of leaves off plants. Leaf-cutter ants do not eat the leaf pieces. Instead, they use the pieces to grow their food.
The outside of a leaf-cutter ant's body is not soft. A leaf-cutter ant has a hard exoskeleton covering its body. Also, leaf-cutter ants can carry pieces of leaves. The answer is A.


Prompt:
A tropical coral reef is a type of ecosystem in the ocean. Tropical coral reefs are found in warm, shallow water near the equator. They have many large formations called corals. Corals may look like rocks or plants, but they are actually structures made up of living animals and can grow over time.
Corals provide shelter for fish, crabs, eels, and many other organisms. These coral reef organisms are prey for larger animals, such as sea turtles, sharks, and dolphins. Most of these organisms need tropical coral reefs in order to survive and reproduce.

Figure 1: a tropical coral reef.

Figure 2: several types of corals.
Which of the following is a characteristic of tropical coral reefs?
A. They are usually found in the deep ocean.
B. They have warm, salty water.
C. They have many large rocks called corals.

Warm, salty water is a characteristic of tropical coral reefs. The answer is B.

They are usually found in the deep ocean.

They have many large rocks called corals.


Prompt:
A tropical coral reef is a type of ecosystem in the ocean. Tropical coral reefs are found in warm, shallow water near the equator. They have many large formations called corals. Corals may look like rocks or plants, but they are actually structures made up of living animals and can grow over time.
Corals provide shelter for fish, crabs, eels, and many other organisms. These coral reef organisms are prey for larger animals, such as sea turtles, sharks, and dolphins. Most of these organisms need tropical coral reefs in order to survive and reproduce.

Figure 1: a tropical coral reef.

Figure 2: several types of corals.
Which of the following is a characteristic of tropical coral reefs?
A. They are usually found in the deep ocean.
B. They have many large rocks called corals.
C. They are used by many different organisms.

C. They are used by many different organisms.
D. They are usually found in the deep ocean.
B. They have many large rocks called corals.
The answer is C.

They are usually found in the deep ocean.

They have many large rocks called corals.

They are used by many different organisms.


Prompt:
Animals often behave in certain ways that can increase their reproductive success. Read the passage about a specific animal behavior. Then, follow the instructions below.

Blunthead cichlids (SIK-lids) are fish that live in Lake Tanganyika in Eastern Africa. After a female blunthead cichlid lays eggs, she holds the eggs in her mouth. Once they hatch, her young fish live in her mouth until they are old enough to survive on their own. This process, called mouthbrooding, takes about six weeks.
While mouthbrooding, the female cichlid catches algae from the lake. But she does not swallow any. Instead, she feeds the algae to her offspring by holding it in her mouth for the offspring to eat. By eating the algae, the offspring grow larger and become faster swimmers that can escape predators more quickly.
Figure: a blunthead cichlid.
Why might feeding offspring during mouthbrooding increase the reproductive success of a female blunthead cichlid? Complete the claim below that answers this question and is best supported by the passage.
Feeding offspring during mouthbrooding increases the chances that ().
A. the female's offspring will survive
B. the female will hold more offspring in her mouth
C. the female will become weak and unhealthy

Feeding offspring during mouthbrooding increases the chances that the female's offspring will survive. The answer is A.

the female will hold more offspring in her mouth

the female will become weak and unhealthy


Prompt:
Read the paragraphs and look at the picture. Then answer the question.
This picture was taken high above Earth's surface. It shows Hurricane Isabel over the southeastern United States and the Gulf of Mexico. A hurricane is a large storm with strong wind and heavy rain. Clouds spiral around the center of the hurricane.
In the picture, you can see green land, dark blue water, and the white spiral-shaped clouds of the hurricane.
What is true about hurricanes?
A. Hurricanes are large spiral-shaped storms.
B. Hurricanes can be found only over land.
C. Hurricanes can be found only over ocean water.

This picture was taken high above Earth's surface. It shows Hurricane Isabel over the southeastern United States and the Gulf of Mexico. A hurricane is a large storm with strong wind and heavy rain. Clouds spiral around the center of the hurricane.
In the picture, you can see green land, dark blue water, and the white spiral-shaped clouds of the hurricane.
What is true about hurricanes?
A. Hurricanes are large spiral-shaped storms.
B. Hurricanes can be found only over land.
C. Hurricanes can be found only over ocean water. The answer is A.

Hurricanes are large spiral-shaped storms.

Hurricanes can be found only over ocean water.


Prompt:
Before sunrise on November 14, 1963, the crew of the fishing boat Isleifur II had just finished putting their lines in the ocean off the southern coast of Iceland. As the crew waited to have breakfast, a strong smell of sulfur drifted over the boat. At first, crew members thought that the cook had burned the eggs or that something was wrong with the boat's engine. But when the sun started to rise, the crew saw black smoke billowing from the water a few kilometers away.
The captain of the Isleifur II assumed the smoke was coming from a boat that was on fire, so he sailed closer to try to help. As the Isleifur II approached the smoke, the surface of the sea grew rough. The captain and crew saw flashes of lightning in the column of smoke and glowing pieces of molten rock shooting up out of the water. The captain realized this was not a burning boat. It was a volcano erupting under the water!
Figure: the erupting undersea volcano seen by the sailors on the Isleifur II.
According to the text, what evidence of a volcanic eruption did the captain observe?
A. He smelled sulfur and then realized it was not coming from his boat.
B. He knew his crew had finished putting their fishing lines in the ocean.
C. He heard a report on the radio warning about a volcanic eruption.

Before sunrise on November 14, 1963, the crew of the fishing boat Isleifur II had just finished putting their lines in the ocean off the southern coast of Iceland. As the crew waited to have breakfast, a strong smell of sulfur drifted over the boat. At first, crew members thought that the cook had burned the eggs or that something was wrong with the boat's engine. But when the sun started to rise, the crew saw black smoke billowing from the water a few kilometers away.
The captain of the Isleifur II assumed the smoke was coming from a boat that was on fire, so he sailed closer to try to help. As the Isleifur II approached the smoke, the surface of the sea grew rough. The captain and crew saw flashes of lightning in the column of smoke and glowing pieces of molten rock shooting up out of the water. The captain realized this was not a burning boat. It was a volcano erupting under the water!
The text tells you what the captain observed:
He saw black smoke billowing from the water a few kilometers away.
He saw flashes of lightning in the column of smoke.
He saw glowing pieces of molten rock shooting up out of the water. The answer is A.

He smelled sulfur and then realized it was not coming from his boat.

He knew his crew had finished putting their fishing lines in the ocean.

He heard a report on the radio warning about a volcanic eruption.


Prompt:
The Aztec were a people who created one of the most powerful civilizations in the early Americas. Historians call this civilization the Aztec Empire. Look at the timeline. Then answer the question below.
Based on the timeline, which of the following statements is true?
A. The Aztec civilization lasted longer than the Maya civilization.
B. The Aztec were the only civilization to exist in the early Americas.
C. Other civilizations existed at the same time as the Aztec.

The answer is C.

The Aztec civilization lasted longer than the Maya civilization.

The Aztec were the only civilization to exist in the early Americas.

Other civilizations existed at the same time as the Aztec.


Prompt:
The map below shows a network of trade routes known as the Silk Road. Between 200 BCE and 1350 CE, merchants, or traders, traveled along many parts of these routes.
Look at the map, which shows the Silk Road around the year 1300 CE. Then answer the question below.
Based on the map, what was true about the Silk Road around the year 1300 CE?
A. The Silk Road connected East Asia and the Americas by sea.
B. The Silk Road was made up of only land routes.
C. The Silk Road connected parts of East Asia, the Middle East, and Europe.

Overland routes connected parts of East Asia, the Middle East, and Europe.
The Silk Road was made up of overland routes that connected East Asia with the Middle East and Europe. The answer is C.

The Silk Road connected East Asia and the Americas by sea.

The Silk Road was made up of only land routes.

The Silk Road connected parts of East Asia, the Middle East, and Europe.


Prompt:
What is the shape of the small yellow rubber thing that is in front of the large yellow metal ball that is behind the small matte object?
A. sphere
B. cylinder
C. cube

A shape is a description of a object's surface.
A sphere is a three-dimensional object with a continuous curved surface.
A cylinder is a hollow tube-shaped object.
A cube is a solid object with six square faces.
The small yellow rubber thing is a cube. The answer is C.


Prompt:
There is a thing that is both to the left of the gray sphere and to the right of the small cylinder; what shape is it?
A. sphere
B. cylinder
C. cube

There is a thing that is both to the left of the gray sphere and to the right of the small cylinder; what shape is it?
A sphere is a ball with a continuous curved surface. The answer is A.


Prompt:
There is a big metallic thing left of the tiny green object; what is its shape?
A. sphere
B. cylinder
C. cube

There is a big metallic thing left of the tiny green object. What is its shape?
A sphere is a ball-shaped object.
A cylinder is a tube-shaped object. This object is a cylinder. The answer is B.


Prompt:
The other object that is the same color as the large shiny thing is what shape?
A. sphere
B. cylinder
C. cube

The other object that is the same color as the large shiny thing is a sphere. The answer is A.


Prompt:
What the nature relations of these animals
A. mutualism
B. parasitism
C. predation

When two or more organisms of different species interact with each other, they may have one or more relationships. The type of relationship that forms depends on the interactions between the organisms.
The table below shows some common types of relationships. The relationship that forms between two organisms is shown in the table below the organisms' names.
 | Organism 1 | Organism 2
Type of relationship | describes the relationship between the organisms
Agraptus elongatus and Verruca cirrhosa | mutualism
Agraptus elongatus and Verruca cirrhosa are mutualists. They both benefit from their relationship.
Agraptus elongatus is an octopus. It has two arms and six legs.
Verruca cirrhosa is a sea star. It has five arms and 15 legs.
Parasitism
Vermicularis medusae and Euchelus melanocephalus | parasitism
Vermicularis medusae is a worm. It does not have a backbone. It moves by pulling itself along with its body.
Euchelus melanocephalus is a snail. It has a soft body and a spiral-shaped shell.
Predation
Carcharhinus brachyurus and Sphyrna tiburo | predation
Carcharhinus brachyurus is a shark. It has a sharp mouth and fins, not limbs.
Sphyrna tiburo is a hammerhead shark. It has a flat head and a sharp mouth. The answer is C.


Prompt:
What the nature relations of these animals
A. mutualism
B. parasitism
C. predation

When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensalism | benefits | is not significantly affected
Mutualism | benefits | benefits
Parasitism | benefits | is harmed (but not usually killed) When a predator eats another animal, it forms a parasitic relationship. The predator is the parent species. The prey is the dependent species.
The prey animal is harmed by the relationship because it is eaten. But the predator is not usually killed by eating the prey. So, the predator is not significantly affected by the relationship.
This interaction forms a parasitic relationship.
When a plant forms a symbiotic relationship with a fungus, the plant is not usually killed. So, the plant is not significantly affected by the relationship.
The fungus benefits from its relationship with the plant. So, the fungus is a member of the parent species.
This interaction forms a mutualistic relationship. The answer is A.


Prompt:
What the nature relations of these animals
A. mutualism
B. parasitism
C. predation

When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensalism | benefits | is not significantly affected
Mutualism | benefits | benefits
Parasitism | benefits | is harmed (but not usually killed) When a bird's egg hatches in a clutch of eggs, the baby bird begins to eat the eggs around it. This behavior is an example of predation. The baby bird benefits by getting food. But the other eggs are harmed because they are eaten.
A kelp plant can grow in partnership with a type of animal called a kelp bass. The kelp bass uses the kelp plant as a habitat and food source.
The kelp plant benefits because it is able to grow and reproduce in a stable environment. The kelp bass is not significantly affected by its relationship with the kelp plant.
A tapeworm can grow in a animal's intestines. The tapeworm needs a host to live on. So, the tapeworm benefits from its relationship with the animal.
The animal is not significantly affected by its relationship with the tapeworm. So, the answer is C.


Prompt:
What the nature relations of these animals
A. mutualism
B. parasitism
C. predation

When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensalism | benefits | is not significantly affected
Mutualism | benefits | benefits
Parasitism | benefits | is harmed (but not usually killed) When a bird's native habitat is disturbed, the type of symbiotic relationship the bird has with its partners might change. The table below shows how native birds and their partners might be affected in different types of symbiotic relationships.
Type of symbiotic relationship | Native bird | Partner that is an organism of the other species...
Commensalism | benefits | is not significantly affected
Mutualism | benefits | benefits
Parasitism | benefits | is harmed (but not usually killed) When a native bird has a mutualistic relationship with its partner, the two organisms benefit from their interaction.
The word mutualism tells you that both organisms are helped by their symbiotic relationship. In this case, the native bird gets food and shelter, and its partner gets protection from predators.
When a native bird has a parasitic relationship with its partner, the native bird benefits at the partner's expense.
The word parasitism tells you that the native bird benefits by causing harm to its partner. In this case, the native bird gets food and shelter, and its partner is harmed (but not usually killed).
When a native bird has a commensalistic relationship with its partner, the two organisms benefit from their interaction.
The word commensalism tells you that both organisms are helped by their symbiotic relationship. In this case, the native bird gets food and shelter, and its partner is not significantly affected. The answer is A.


Prompt:
What the nature relations of these animals
A. mutualism
B. parasitism
C. predation

When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensalism | benefits | is not significantly affected
Mutualism | benefits | benefits
Parasitism | benefits | is harmed (but not usually killed) When an animal becomes sick or injured, special cells in its body begin to die. The proteins that make up these cells begin to break down, and the breakdown products are absorbed by the animal's blood. The blood carries the breakdown products to parts of the animal's body where they are needed to help the animal recover.
When the animal recoveries, its immune system begins to remove the breakdown products from the blood. The breakdown products cannot be absorbed by the animal's cells because they are broken down. The answer is A.


Prompt:
What the nature relations of these animals
A. mutualism
B. parasitism
C. predation

When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensalism | benefits | is not significantly affected
Mutualism | benefits | benefits
Parasitism | benefits | is harmed (but not usually killed) When a bee lands on a bluebell flower, it gets nectar and pollen. The bluebell flower is not harmed. So, this interaction is a mutualistic relationship.
The word mutualism comes from a Greek word that means mutual living. Note the word mutual. This type of symbiotic relationship is named for the word mutual.
A hawk meets a bluebird. The hawk gets some food and nesting material. The bluebird is not significantly affected by its interaction with the hawk.
So, this interaction is a commensalistic relationship. The word commensalism comes from a Greek word that means living together. Note the word living together. This type of symbiotic relationship is named for the word commensal.
A cowboy horse relationship is a parasitic relationship. The cowboy is not harmed, but the horse is harmed. The answer is A.


Prompt:
What the nature relations of these animals
A. mutualism
B. parasitism
C. predation

When two organisms of different species interact in a way that affects one or both organisms, they are in a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensalism | benefits | is not significantly affected
Mutualism | benefits | benefits
Parasitism | benefits | is harmed (but not usually killed) When a bird uses a snail's shell as a nest, the snail is not helped by the bird. So, they are not in a symbiotic relationship.
The answer is A.


Prompt:
What the nature relations of these animals
A. mutualism
B. parasitism
C. predation

When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensalism | benefits | is not significantly affected
Mutualism | benefits | benefits
Parasitism | benefits | is harmed (but not usually killed) When a bird's egg hatches in a fake nest that a cuckoo builds, the cuckoo gains a place to live and raise its young. The egg's mother bird and her young are not significantly affected. So, this is a mutualistic relationship.
A hawk uses a shrike's behavior to help it hunt. The shrike is not significantly affected by its relationship with the hawk. So, this is a mutualistic relationship.
A tapeworm grows in a mammal's intestines and gets nutrients from the mammal's food. The tapeworm does not significantly help the mammal survive. So, this is a parasitic relationship.
A mosquito drinks blood from a person. The mosquito is not significantly helped by its relationship with the person. So, this is a parasitic relationship. The answer is A.


Prompt:
What the nature relations of these animals
A. mutualism
B. parasitism
C. predation

When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensalism | benefits | is not significantly affected
Mutualism | benefits | benefits
Parasitism | benefits | is harmed (but not usually killed) When a predator eats its prey, the predator benefits. So, predation is a type of symbiotic relationship. The predator gets food, and the prey is killed and eaten by the predator. So, both organisms are affected by this symbiotic relationship.
When a spider eats a mosquito, the spider benefits. The mosquito is killed and eaten by the spider. So, the spider gets food. The mosquito is harmed, but not usually killed. So, the mosquito is not significantly affected by this symbiotic relationship.
This interaction is a type of mutualism. Both the spider and the mosquito are affected by this symbiotic relationship. The answer is A.


Prompt:
What the nature relations of these animals
A. mutualism
B. parasitism
C. predation

When two organisms of different species interact with each other, they may have one or more relationships. The type of relationship that forms depends on the interactions between the organisms.
Here are some common types of relationships:
This type of relationship forms when one organism provides a food source or a place to live for another organism. The providing organism is called a producer, and the organism it provides for is called a consumer.
This type of relationship forms when one organism eats another organism. The eating organism is called a consumer, and the organism eaten is called a prey.
This type of relationship forms when one organism gives energy or other resources to another organism. The organism that gives energy or resources is called a provider, and the organism that receives them is called a consumer.
This type of relationship forms when two organisms of the same species interact. The organisms may communicate, live in the same place, or reproduce together.
To help you learn about relationships, try the following activity:
Look around your room. Find a pair of organisms that live together. For example, find a pair of jeans and a T-shirt.
Now, decide if each organism is a producer, consumer, consumer, or provider. Jeans are not consumers or providers. So, they are not involved in a production relationship.
T-shirts are consumers. They are worn by humans, who are consumers.
Jeans and T-shirts are not in a predation relationship. Each organism is a member of its own species.
The type of relationship that forms when two organisms of the same species interact is called a symbiotic relationship. Symbiotic relationships can form among members of the same species.
The answer is A.


Prompt:
Are the two chairs the same color in the picture?
A. Not the same
B. Can't judge
C. same

Color is a property of an object.
A colorful object can be one or more colors.
Different colors can make up a colorful object.
Red, blue, green, and yellow are common colors.
A color can be described by its name or by its color code.
Certain colors are used to describe objects. These colors are called primary colors.
Blue is used to describe an object that is blue.
Red is used to describe an object that is red.
Yellow is used to describe an object that is yellow.
Green is used to describe an object that is green.
Secondary colors are made by combining two primary colors.
Orange is made by combining red and yellow.
Magenta is made by combining red and blue.
Tertiary colors are made by combining a primary color with a secondary color.
Yellow-green is a tertiary color. It is made by combining yellow and green. The two chairs are the same color. The answer is C.


Prompt:
Are the two sofas the same color in the picture?
A. Not the same
B. Can't judge
C. same

Color is a property of an object. An object can have different colors in different places.
Different objects can have the same color.
Red, for example, is a color. If you see a red object and a blue object, you might think that they are different colors. But that is not really true. The color of an object depends on how it looks in a certain light. So, the same color can look different depending on the light. Look at the sofas in the picture.
The two sofas are the same color. The answer is C.


Prompt:
Are the two shapes the same in the picture?
A. Not the same
B. Can't judge
C. same

Can't judge
When you can't tell if two shapes are the same, it means you can't judge if they are the same. This means that you need to look at the shape again. The answer is B.


Prompt:
Are the two pens the same size in the picture?
A. Not the same
B. Can't judge
C. same

A pen is a type of writing instrument. Writing instruments can be made with different sizes.
Some writing instruments are large and meant to be held with both hands. Other writing instruments are small and can be carried in your pocket.
Size affects how well you can write with a writing instrument. Thin writing instruments are easier to hold with one hand. Large writing instruments are easier to write with when you are sitting down. The answer is A.


Prompt:
Are the candies in the two jars in the picture the same color?
A. Not the same
B. Can't judge
C. same

You can use color to tell objects apart.
When you look at an object, you can use its color to tell you if it is the same as another object. Look at the candies in the two jars.
For each jar, decide if the candies are the same color.
Red and pink are the same color. The candies in both jars are red and pink.
Blue and green are different colors. The candies in both jars are different colors. The answer is A.


Prompt:
Are the two candy jars in the picture the same shape?
A. Not the same
B. Can't judge
C. same

You can use measurement to determine if an object is the same shape.
Shape can be affected by measurement.
Look at the drawing of the two candy jars.
The jars are the same shape. The answer is C.


Prompt:
Are the two apples in the picture the same color?
A. Not the same
B. Can't judge
C. same

You can change the color of an apple by painting it.
A color is a mix of two things: pigment and medium.
Pigment is what gives color to paint.
There are hundreds of types of pigment. Each pigment gives a different color.
The medium is the carrier that helps the pigment stick to the paper.
There are four main types of mediums: oil, water, acrylic, and fabric. The answer is C.


Prompt:
There are two physical models in the picture, are the two square sliders the same size?
A. Not the same
B. Can't judge
C. same

You can determine whether two objects are the same size by comparing their measurements.
When you look at an object, you can describe its size by describing one of its dimensions. For example, a square object may be described as having sides of equal length.
To determine whether two squares are the same size, compare the sides of one square to the sides of the other square. If all the sides are equal, then the squares are the same size.
In the picture, the two square sliders are different sizes. The square slider on the left is smaller than the square slider on the right. The answer is A.


Prompt:
Are the two hoops in the picture the same size?
A. Not the same
B. Can't judge
C. same

Look at the hoops.
The silver hoop is larger than the red hoop. The two hoops are not the same size. The answer is A.


Prompt:
Are the two horses in the picture the same size?
A. Not the same
B. Can't judge
C. same

Look at the picture of the two horses.
The smaller horse has a crown on its head. The larger horse has a crown on its head, too.
The two horses are the same size. The answer is C.


Prompt:
Are the two animals in the picture the same color?
A. Not the same
B. Can't judge
C. same

The two animals are the same color.
The color of an animal is a trait. Traits are passed down from parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect traits.
Offspring receive their genes, and therefore gain their traits, from their parents. Animals receive their genes from their parents. So, the two animals are the same color. The answer is C.