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. 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 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 B.

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. neither; their concentrations are the same
B. Solution B
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 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 C.

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 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 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 B.

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. rounded ears
B. brown fur covering most of its body
C. long legs

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 C.


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. igneous
B. sedimentary
C. metamorphic

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 C.


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. hide food
B. keep warm
C. move around

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


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 of how they use their arms to fight
B. because they lick their arms before fighting
C. because they have strong back legs

Australia's kangaroos hop to survive. They use their strong back legs to jump high and their short arms to defend themselves. From head to toe, kangaroos use what they have to stay safe and comfortable in the wild. The answer is A.

because of how they use their arms to fight

because they lick their arms before fighting


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 birds that swim in the water.
B. Rays are fish that do not have fins.
C. Rays are fish that are shaped like kites.

C. Rays are fish that are shaped like kites.
The first part of the passage tells you that most rays are shaped like big, flat kites. The answer is C.

Rays are fish that are shaped like kites.


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 logos, or reason. It uses a graph to display information that shows its brand outperforms other brands. The answer is A.


Prompt:
Which rhetorical appeal is primarily 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 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 A.


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

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 C.


Prompt:
Which rhetorical appeal is primarily 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 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 C.


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

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 A.


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

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 A.


Prompt:
Which rhetorical appeal is primarily 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 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 C.


Prompt:
Which rhetorical appeal is primarily 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 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 B.


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. 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. I only pay attention to state politics since the national government has almost no power.
B. Both my state and national government officials have power over important issues.
C. My national government officials decide most issues that come up.

The answer is B.

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

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

My national government officials decide most issues that come up.


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 be around other cubs
B. the lioness's cubs will survive attacks
C. the lioness will feed the cubs of other lionesses

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 the cubs will survive attacks by male lions. This increases the lionesses's reproductive success, because they will have more cubs to help raise and protect. The answer is B.

the lioness's cubs will be around other cubs

the lioness will feed the cubs of other lionesses


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

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


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's offspring will live longer
B. the female will spend more time grooming other baboons
C. the female's offspring will be around other females

Forming strong social bonds with other females increases the chances that the female's offspring will live longer.
The passage states that most female baboons form social bonds, but some have stronger bonds than others. It also says that females that have strong social bonds spend more time grooming each other. As a result, the passage suggests that by forming strong social bonds, a female baboon increases the chances that her offspring will live longer. The answer is A.

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. It has long, thin legs.
B. The outside of its body is soft.
C. It eats leaves.

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. The outside of its body is soft.
B. It can carry a piece of a leaf.
C. It eats leaves.

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 answer is B.


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 have many large rocks called corals.
B. They are usually found in the deep ocean.
C. They have warm, salty water.

C. They have warm, salty water.
This is a characteristic of tropical coral reefs. It tells you what kind of environment tropical coral reefs live in.
Choice "A" is incorrect.
This is not a characteristic of tropical coral reefs. In fact, tropical coral reefs do not have many large rocks called corals.
Choice "B" is incorrect.
This is not a characteristic of tropical coral reefs. In fact, tropical coral reefs do not have to be found in the deep ocean.
Choice "C" is incorrect.
This is a characteristic of tropical coral reefs. They have warm, salty water. The answer is C.

They have many large rocks called corals.

They are usually found in the deep ocean.


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

C. They have many large rocks called corals.
The answer is C.

They are used by many different organisms.

They are usually found in the deep ocean.

They have many large rocks called corals.


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 will become weak and unhealthy
B. the female's offspring will survive
C. the female will hold more offspring in her mouth

Feeding offspring during mouthbrooding increases the chances that the female's offspring will survive.
The underlined text in the passage explains that mouthbrooding helps the female cichlid feed her offspring. Because the offspring can escape predators more quickly, they have a better chance of surviving. The answer is B.

the female will become weak and unhealthy

the female will hold more offspring in her mouth


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 can be found only over ocean water.
B. Hurricanes are large spiral-shaped storms.
C. Hurricanes can be found only over land.

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 can be found only over ocean water.
B. Hurricanes are large spiral-shaped storms.
C. Hurricanes can be found only over land. The answer is B.

Hurricanes can be found only over ocean water.

Hurricanes are large spiral-shaped storms.


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 heard a report on the radio warning about a volcanic eruption.
B. He smelled sulfur and then realized it was not coming from his boat.
C. He knew his crew had finished putting their fishing lines in the ocean.

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 B.

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

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.


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. Other civilizations existed at the same time as the Aztec.
B. The Aztec civilization lasted longer than the Maya civilization.
C. The Aztec were the only civilization to exist in the early Americas.

The answer is A.

Other civilizations existed at the same time as the Aztec.

The Aztec civilization lasted longer than the Maya civilization.

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


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 parts of East Asia, the Middle East, and Europe.
B. The Silk Road connected East Asia and the Americas by sea.
C. The Silk Road was made up of only land routes.

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

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

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

The Silk Road was made up of only land routes.


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. cube
B. sphere
C. cylinder

A sphere is a three-dimensional object with a continuous curved surface.
A cube is a solid object with six square faces.
A cylinder is a hollow tube-shaped object. The answer is sphere.


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. cube
B. sphere
C. cylinder

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 cube is a solid with six square faces. A sphere is a solid with equal radius on all sides. The answer is A.


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

A sphere is a three-dimensional object with a continuous curved surface.
A cylinder is a hollow rectangular prism. It has a circular base and a rectangular top.
A cube is a solid object with six square faces.
The shape of the metallic thing is a sphere. The answer is B.


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

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


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

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 lion eats a zebra, the lion benefits because it gets food. The zebra, on the other hand, is harmed because it is eaten! This interaction forms a predation symbiotic relationship. The answer is A.


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

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 cheetah runs down its prey, it forms a predation relationship with the prey. The cheetah benefits by getting food. But the prey is harmed, because the cheetah is killing it.
When a cowberry grows with a bilberry, the two form a mutualism relationship. Both organisms benefit.
In a parasitism relationship, one organism benefits and the other is harmed. A tapeworm forms in a cat's intestines. The tapeworm benefits because it gets food from the cat's body. But the cat is harmed, because the tapeworm uses up nutrients that the cat needs. The answer is A.


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

When two organisms of different species interact in a way that affects one or both organisms, they form a nature relationship. Nature relationships fall into three broad categories:
The relationships that form when one organism gains some advantage from its interaction with another organism are called symbiotic relationships. The word symbiosis comes from a Greek word that means living together.
There are two types of symbiotic relationships:
This type of symbiotic relationship occurs when one organism provides a service to another organism without getting anything in return. This type of symbiotic relationship is called commensalism.
This type of symbiotic relationship occurs when one organism gets something it needs from another organism. This type of symbiotic relationship is called mutualism.
The relationships that form when one organism attacks and kills another organism are called predation. The word predation comes from a Latin word that means to eat before.
There are two types of predation:
This type of predation occurs when one organism eats another organism. This type of predation is called consumation.
This type of predation does not involve eating another organism. Instead, one organism uses another organism as a food source for its young. This type of predation is called reproduction.
The relationships that form when one organism depends on another organism without causing the other organism to die are called commensalism.
In a commensalistic nature relationship, one organism provides a service to another organism without getting anything in return.
The word commensalism comes from a Latin word that means living together. So, in a commensalistic nature relationship, the two organisms live together, but one organism does not die as a result of the relationship.
The relationships that form when one organism depends on another organism and causes the other organism to die are called parasitism.
In a parasitic nature relationship, one organism depends on another organism and causes the other organism to die. This type of nature relationship is called parasitism.
The word parasitism comes from a Greek word that means living on the body of another organism. So, in a parasitic nature relationship, one organism lives on the body of another organism, causing the other organism to die.
The relationships that form when two organisms interact in a way that affects both organisms are called symbiosis.
In a symbiotic nature relationship, two organisms interact in a way that affects both organisms. So, these organisms form a symbiotic nature relationship. The answer is A.


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

When two organisms of different species interact in a way that affects one or both organisms, they form a nature relation. Nature relations can be classified by the organisms' roles in the interaction.
The table below shows some common nature relations. The roles of each organism in each nature relation are shown in the Relationship column.
 | Organism | Role in nature relation
A predator uses its mouth to eat another organism.
A parasite uses its body to live off of or on another organism.
A commensal uses its body to live in close association with another organism. The commensal does not directly affect the other organism.
A symbiont forms a close relationship with another organism. In most symbiotic relationships, one organism provides a service or resource to the other organism.
Nature relations can also be classified by how the organisms are related.
Familial nature relations involve members of the same species.
Generic nature relations involve members of different species.
Species is the term for a group of organisms that share many traits. The answer is A.


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

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.
The table below shows 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 are normally made by these cells help form a thick liquid called blood. The answer is B.


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

When two organisms of different species interact in a way that affects one or both organisms, they form a nature relation. How these organisms interact tells you the nature relation of their relationship.
To learn more about nature relations, explore the following sites.
All about nature relations:
http://www.nature.org/wherewework/northamerica/resources/pdfs/plants/plantinteractions.pdf
A guide to nature relations in the real world:
http://www.nature.org/wherewework/northamerica/resources/pdfs/plants/plantinteractions.pdf#search=nature%20relations
Mutualism, a positive nature relation:
A mutualist relationship is one in which both organisms are helped.
Cowboys and cows. A cowboy gets help from a cow. The cow gets food and a place to live.
A symbiote relationship, a positive nature relation:
A symbiote relationship is one in which both organisms are helped.
Red foxes and gray wolves. Red foxes get help from gray wolves. Gray wolves get help from red foxes.
A parasitism relationship, a negative nature relation:
A parasite is an organism that lives off of another organism. The organism that is lived off of is called the host.
A tapeworm's relationship with its host. A tapeworm is a parasite. It lives off of its host.
A predation relationship, a negative nature relation:
A predator is an organism that eats another organism. The organism that is eaten is called the prey.
A hawk's relationship with a mouse. The hawk is a predator. It eats mice. The answer is B.


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

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 word nature describes the natural environment. Relations describes how organisms interact with each other. So, nature relations of organisms describe the ways that organisms interact with each other in their natural environment.
A black-crowned night heron and a yellow-throated warbler have a mutualistic relationship. Each organism benefits from its relationship with the other organism.
The yellow-throated warbler sings its song to try to attract the black-crowned night heron. The black-crowned night heron does not eat the yellow-throated warbler. So, the yellow-throated warbler is not in danger from the black-crowned night heron.
The black-crowned night heron can use the yellow-throated warbler's song to find food. So, the black-crowned night heron benefits from its relationship with the yellow-throated warbler. The answer is B.


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

When two organisms of different species interact in a way that affects one or both organisms, they form a nature relationship.
The relationship between the two organisms is determined by what happens to each organism as a result of their interaction. The organisms can be helped or hurt by their interaction.
If one organism is helped by its interaction with the other organism, they form a mutualism.
If one organism is hurt by its interaction with the other organism, they form a predation.
If one organism helps the other organism by its interaction, they form a parasitism.
Each nature relationship type describes a different way that two organisms can interact. To learn more about each nature relationship type, click on the appropriate choice. Or, if you want to learn about all the nature relationship types, click on the link below.
predation
mutualism
parasitism The answer is A.


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

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 swallow landed on a cowpoke's shoulder, the swallow didn't get hurt. Instead, the swallow lived on the cowpoke's shoulder for the rest of the day. This interaction formed a commensal relationship. The swallow benefited from its relationship with the cowpoke. The cowpoke's shoulder wasn't significantly affected, either.
If you touch a leaf with a sticky substance on it, the substance can stick to the leaf. The substance can help the leaf grow and survive. This interaction forms a mutualistic relationship. Both the substance and the leaf benefit from their relationship.
A tapeworm grows in a mammal's intestines. The tapeworm needs the mammal to survive. So, the tapeworm benefits from its relationship with the mammal. The mammal is not significantly affected, either.
A mosquito gets water and food from a plant. So, the plant benefits from its relationship with the mosquito. The mosquito is not significantly affected, either.
A bolete fungus grows on a tree. The bolete fungus needs the tree to survive. So, the tree benefits from its relationship with the bolete fungus. The bolete fungus is not significantly affected, either. The answer is B.


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

When two organisms of different species interact in nature, they may have one of several relationships with each other. The relationship depends on what each organism gains from its interaction with the other organism.
The relationships of organisms to each other are called nature relations. There are many different nature relations. The table below shows some common nature relations.
 | Organism 1 | Organism 2
----------------+----------------+----------------
Parasitism | receives food and housing | gives up food and housing
Predation | gives up food and housing | receives food and housing
Mutualism | gives food and housing | receives food and housing
Commensalism | gives little or no harm | receives little or no harm
The relationships that organisms have with each other affect their behaviors. For example, when a parasite attaches to a host, the parasite may affect the behavior of the host. The answer is A.


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

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 colors.
A color can be described by its name or by its color code.
The color code for red is #FF0000. The color code for yellow is #FFCC00. The color codes for other colors are given in the color code chart.
The two chairs are the same color. The answer is A.


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

Color is a property of an object.
A color is a type of paint.
Paint can be used to color objects.
An object can have more than one color.
Blue and red make purple.
Blue and yellow make green.
Green and red make orange. The two sofas are the same color. The answer is A.


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

Can't judge
When you are trying to decide if two objects are the same, it is usually easy to tell. But it may be hard to tell if the objects are the same when they are represented in different ways.
For example, it is easy to tell if a square shape and a rectangle shape are the same. But it may be hard to tell if the shapes are the same when one is represented as a square and the other is represented as a rectangle.
To decide if the two shapes are the same, look at how the shapes are represented.
The two shapes are represented using the same color. So, they are the same. The answer is A.


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

A pen that is taller will always write larger letters than a pen that is shorter. The two pens in the picture are the same length. The answer is A.


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

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.
Compare the color of the candies in each jar. The candies in the pink jar are pink. The candies in the pots of gold jar are not pink.
The answer is B.


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

Candy jars are not the same shape.
Candy jars have different shapes. Look at the picture of the two candy jars.
The first candy jar has a lid, and the answer is A.


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

Color is a changeable quality.
A changeable quality is one that you can change.
Green is a changeable quality.
If you put a leaf on a piece of paper, the color of the leaf will show up on the paper. The answer is A.


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

You can use measurement to determine if objects are the same size.
There are many different ways to measure size. You can use units of length to describe objects. Unit lengths can be used to compare objects of different sizes.
For example, if you are using inches to describe objects, a football and a basketball are different sizes even though they are both about 11 inches long. This is because the football is larger than the basketball.
You can also use comparing objects to each other to determine if they are the same size. For example, look at the pair of square sliders in the picture.
The square sliders are the same size if the distances between the points are equal. The distances between the points on the square sliders are equal. So, the two square sliders are the same size. The answer is A.


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

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


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

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 A.


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

Look at the picture.
Of the two animals, the rhinoceros has a gray coat. The word rhino tells you what the animal looks like.
The bird has a gray coat also. So, the two animals are the same color. The answer is A.


Prompt:
In the picture, one is a bear doll and the other is a cat. Are they the same size?
A. same
B. Not the same
C. Can't judge

You can use measurement to determine if an object is the same size as another object.
There are many different ways to measure objects. When you are using metric measurement, length can be written with units of millimeters, centimeters, meters, or kilometers. Width can be written with units of millimeters, centimeters, or meters.
There are many different ways to describe an object's size. You can use adjectives, such as small, medium, and large. You can also use numbers, such as 3 centimeters or 6 meters.
An object is the same size as another object if their dimensions are equal.
There can be problems when you are trying to compare objects that are not written in the same unit. For example, if you are using millimeters to describe one object and meters to describe another object, it is not clear if they are the same size.
To compare objects that are not written in the same unit, first write the units for each object. Then compare the units.
For example, if one object is 16 centimeters and the other object is 16 meters, you can compare them to decide if they are the same size.
16 centimeters and 16 meters are both written with the unit centimeters. So, the objects are the same size.
If an object is too small to be measured by the unit used, you can cannot judge if it is the same size as another object.
For example, if one object is 3 millimeters and the other object is 3 meters, you cannot compare them to decide if they are the same size.
3 millimeters and 3 meters are not equal. So, the objects are not the same size. The bear doll and the cat are not the same size.
The bear doll is smaller than the cat. The answer is B.


Prompt:
In this sketch picture, are the two objects the same size and shape?
A. same
B. Not the same
C. Can't judge

A object's size tells you how big the object is.
A shape is a pattern of lines and curves that describes how an object looks.
A square and a rectangle have the same shape, but the square is smaller than the rectangle. The two objects are not the same size and shape. The answer is B.


Prompt:
In the picture there are two objects stacked with cubes. Are they the same shape?
A. same
B. Not the same
C. Can't judge

You can use shape properties to determine if an object is the same shape as another object.
Are these objects the same shape?
The properties of the objects are used to decide.
The cubes have the same shape. So, the objects are the same shape. The answer is A.


Prompt:
In this comparison picture, are the colors the same on both sides?
A. same
B. Not the same
C. Can't judge

A color comparison picture shows how colors look the same or different when placed next to each other.
To describe the colors in a picture, color analysts use words like bright, dark, light, and shadow. They also use words like pure, soft, and bright to describe colors.
Sometimes, color analysts compare colors from one picture to colors from another picture. In this case, they use the words same and different to describe how the colors look. To show that the colors are the same on both sides, a color analyst could use words like same and bright.
To show that the colors are different on both sides, a color analyst could use words like same and dark. The answer is B.


Prompt:
In this comparison diagram, are the upper and lower modules the same shape?
A. same
B. Not the same
C. Can't judge

When you look at two objects, you can compare them to each other.
You can use a comparison diagram to show how one object compares to another. The comparison diagram shows the relationship between the two objects. The upper object is shown to the left. The lower object is shown to the right.
To compare objects in a comparison diagram, look at the shape of each object.
Choice "A" is incorrect.
Choice "B" is incorrect.
Choice "C" is incorrect.
Choice "Can't judge" is incorrect.
You can't judge whether the upper and lower modules are the same shape. The modules are triangles with different sides. The answer is B.


Prompt:
In this comparison diagram, are the upper and lower modules the same shape?
A. same
B. Not the same
C. Can't judge

When you look at a diagram, it is often helpful to compare it to another diagram.
You can use comparison diagrams to show how one design is similar to or different from another design.
Look at the comparison diagram again.
The upper and lower modules in each diagram are the same shape. All of the squares in the diagrams are the same color, and the mountains in the diagrams are the same shape.
The answer is A.


Prompt:
In this comparison picture, are the left and right modules the same shape?
A. same
B. Not the same
C. Can't judge

Module shapes are different if the left and right modules are not the same shape.
To judge if the left and right modules are the same shape, look at each module's shape.
Compare the shapes of the left and right modules. The top module is a triangle. The shape of the triangle on the left and the triangle on the right are the same.
The right module is the same shape as the left module. So, the left and right modules are the same shape. The answer is A.


Prompt:
In this comparison picture, are the upper and lower modules the same color?
A. same
B. Not the same
C. Can't judge

A color word is a word that describes a color.
Red, blue, green, and yellow are color words.
Black and white are not color words. They are colors too!
A shade is a lighter version of a color.
A tint is a darker version of a color.
Look at the comparison picture again.
The upper and lower modules are the same color. The answer is A.


Prompt:
In this comparison picture, are the upper and lower modules the same color?
A. same
B. Not the same
C. Can't judge


Prompt:
In this comparison picture, are the left and right modules the same shape?
A. same
B. Not the same
C. Can't judge

Module shapes compare each other.
To decide if two modules are the same shape, look at them side by side.
Compare their shapes, and decide if they are the same. The left and right modules in the comparison picture are not the same shape. The answer is B.


Prompt:
In this comparison picture, are the left and right modules the same color?
A. same
B. Not the same
C. Can't judge

Module comparison involves comparing two or more modules to each other. This can be done by looking at the colors in the modules.
To decide if the left and right modules are the same color, look at the colors in each module. Green and red are different colors. So, the left and right modules are not the same color. The answer is B.


Prompt:
In this comparison picture, are the left and right modules the same color?
A. same
B. Not the same
C. Can't judge

Module 1 and Module 2 are different shades of green.
The left module is lighter than the right module. Look at the color chart below the comparison picture to see the order of shades. Light shades are shown to the left in the color chart. Dark shades are shown to the right.
Green is the same color as the left module. But the right module is a different shade of green than the left module. The answer is B.


Prompt:
In this comparison picture, are the left and right modules the same shape?
A. same
B. Not the same
C. Can't judge

Module shape includes its color, its width and height, and whether or not it is filled.
Red apples and green apples are different shapes. A red apple is a circle, and a green apple is a rectangle.
Apples with the same color, width, and height are the same shape. The left and right modules in the comparison picture are the same shape. The answer is A.


Prompt:
In this comparison picture, are the left and right modules the same shape?
A. same
B. Not the same
C. Can't judge

Module shapes compare each other by looking at which shapes are the same.
When you look at two shapes, it is easy to see which shapes are the same. You can do this by looking at the shapes' outlines. The outlines of the same shapes should match.
If the outlines match, the shapes are the same shape. If the outlines do not match, the shapes are different shapes. The left and right modules' outlines do not match. So, the left and right modules are not the same shape. The answer is B.


Prompt:
In this picture, are the two lipsticks the same color?
A. same
B. Not the same
C. Can't judge

Color is a property of an object. An object can have more than one color.
Different objects can have the same color.
Red, for example, is a color.
The flag of the United States has a red color.
The coat of a horse can be brown.
Brown is a color.
The color of an object can change when the object is seen through a different color filter. A color filter can make an object appear lighter or darker. The answer is A.


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

You can use comparison to determine if two objects are the same size.
When you look at two objects, compare their sizes. If one object is larger than the other, then it is the same size. If the objects are the same shape and size, then they are the same size.
Bear in mind that this comparison is based on how each object looks at a given moment. Size is a relative concept. Two objects can look the same size, even though they are not. For example, a large object may look the same size as a small object. The answer is A.


Prompt:
In this picture, are the two dolphins the same size?
A. same
B. Not the same
C. Can't judge

Look at the picture of the two dolphins.
The dolphin in the left pool is smaller than the dolphin in the right pool. So, the two dolphins are not the same size. The answer is B.


Prompt:
In this picture, are the two butterfly wings the same shape?
A. same
B. Not the same
C. Can't judge

Butterfly wings are not the same shape.
The left wing is a different shape than the right wing. The answer is B.


Prompt:
In this picture, are the two parrots the same color?
A. same
B. Not the same
C. Can't judge

Color is a property of matter. Matter is anything that takes up space. Color can be changed to another shade of the same color or to a different color.
Different colors can be made by mixing colors. For example, mixing red and blue makes purple. Adding white to black makes gray.
Different shades of a color can be made by adding more or less color. For example, adding more blue to red makes a darker shade of red. Adding less blue makes a lighter shade of red.
Different colors can appear different shades due to the lighting. For example, the same color may appear lighter in bright light than in dark light. The answer is B.


Prompt:
In this picture, are the two people standing at the same height?
A. same
B. Not the same
C. Can't judge

A bar graph is a picture that shows how much of something there is.
Bar graphs can show how many units are left over after you have spent all of the money on something. For example, a bar graph might show how many units are left over after you have spent money on paper, pens, and mailing costs.
When you write a check, it is like spending money. So, a bar graph that shows how many units are left over after you have spent money might have units that are too tall. The answer is A.


Prompt:
Are the backgrounds of the two pictures the same color?
A. same
B. Not the same
C. Can't judge

Look at the pictures.
Of the given choices, the answer is A.


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

You can use comparison to determine if two objects are the same size.
When you look at two objects, you can compare their sizes by looking at how much of the larger object is equal to the smaller object. For example, if you look at a football and a basketball, the football is larger. If you compare the football to a ball of wet clay, the football is not the same size as the clay. The answer is B.


Prompt:
Which one is the correct caption of this image?
A. A woman is riding a motorcycle down the street.
B. The house appears to be clean and beautifully decorated.
C. An elephant is chasing a dog around in the dirt.
D. A woman is walking her dog and has stopped at a corner and is looking at all the lights and buildings.

A woman is riding a motorcycle down the street.
This caption is correct. The answer is A.

A woman is riding a motorcycle down the street.

The house appears to be clean and beautifully decorated.

An elephant is chasing a dog around in the dirt.

A woman is walking her dog and has stopped at a corner and is looking at all the lights and buildings.


Prompt:
Which one is the correct caption of this image?
A. a brown and black ox and a white and black one and grass
B. A beautiful woman holding up an umbrella next to a forest.
C. A cutting board and a metal pan topped with pizza.
D. A huge heard of sheep are all scattered together.

The caption is the text that appears with an image. It tells you what the image is about.
When you look at an image, the caption tells you the subject of the image. It also tells you what is happening in the image. Look at the image.
This is a beautiful woman holding up an umbrella next to a forest.
The caption for this image is A beautiful woman holding up an umbrella next to a forest. The answer is B.

a brown and black ox and a white and black one and grass

A beautiful woman holding up an umbrella next to a forest.

A cutting board and a metal pan topped with pizza.

A huge heard of sheep are all scattered together.


Prompt:
Which is right?
A. The orange is next to the apple
B. The apple is on the left
C. The orange is on the right
D. All above are not right

You can use the direction words left, right, and next to describe where objects are located.
To determine which direction an object is located, look at it and look for nearby objects. Look at the direction those objects are located. That direction is the direction the object is located.
So, the apple is on the left. The answer is B.


Prompt:
Based on the image, where is the boy?
A. The boy is on the right of the fire hydrant
B. The boy is on the left of the fire hydrant
C. The boy is on the top of the fire hydrant
D. All above are not right

The boy is on the left of the fire hydrant. The answer is B.

The boy is on the right of the fire hydrant

The boy is on the left of the fire hydrant

The boy is on the top of the fire hydrant


Prompt:
What will happen next?
A. this person is gonna cry
B. this person is gonna laugh
C. this person is gonna get mad
D. both A,B, and C

Look at the picture of the person.
The person is crying. So, this person is gonna cry. The answer is A.


Prompt:
What will happen next?
A. this person is gonna cry
B. this person is gonna laugh
C. this person is gonna get mad
D. both A,B, and C

Look at the picture of the person.
The person is smiling. He or she is probably going to laugh. The answer is B.


Prompt:
What will happen next?
A. this person is gonna cry
B. this person is gonna laugh
C. this person is gonna get mad
D. both A,B, and C

A face with tears is laughing.
A face with tears is laughing.
A face with tears is laughing. The answer is B.


Prompt:
What will happen next?
A. this person is gonna cry
B. this person is gonna laugh
C. this person is gonna get mad
D. both A,B, and C

Look at the picture of the person.
What will happen next? A, B, or C. The answer is D.


Prompt:
What will happen next?
A. the bike is gonna get stuck in the mud
B. the bike is gonna run forward
C. the bike is gonna go backwards
D. both A,B, and C

Look at the picture of the bike.
The bike is in the mud. It's hard to tell where the bike is going. But the rider is leaning forward. He might be running forward. The answer is B.


Prompt:
What will happen next?
A. the car is gonna drive through
B. the car is gonna crash into the fence
C. the car is gonna drive backwards
D. both A,B, and C

A team of scientists is studying the brains of people who have died. The scientists are looking for clues about what happens to the brain after a person dies.
The scientists cut the brains into small pieces. They soak the pieces in a special solution. The solution breaks down the brains into a liquid that is easier to study.
The liquid is then pumped into small tubes. The tubes are too small for the liquid to flow out of. The tubes are then placed into machines that squeeze the liquid. The squeezing makes the liquid move through the tubes.
As the liquid moves through the tubes, the scientists study it. They look for clues about what happens to the brain after a person dies. The answer is D.


Prompt:
What will happen next?
A. the motorcyle is gonna go forward
B. the motorcyle is gonna crash
C. the motorcyle is gonna go backward
D. both A,B, and C

In a video, each frame shows what the video looks like from a different angle.
When you move the camera, the frame shows where you moved it.
If you move the camera quickly, the frame may show you moving in a path. This path shows how the camera moved from one point to another.
Look at the frame.
What will happen next? Look at the path the motorcyle is following.
The motorcyle is following a path that leads to a point in the distance. So, the motorcyle is gonna go forward. The answer is A.


Prompt:
What will happen next?
A. this person is gonna stay still
B. this person is gonna keep walking
C. this person is gonna fall into the water
D. both A,B, and C

This person is gonna keep walking. The answer is B.

this person is gonna fall into the water


Prompt:
What will happen next?
A. the wood is goona crash
B. the motorcycle is gonna successfully go up along the wood
C. the motorcycle is gonna crash into the car
D. both A,B, and C

In a story, each new sentence tells you what happens next. Have you ever read a book and thought, "I have no idea what's going to happen next"? It's because the sentences aren't structured in a way that tells you clearly what comes next.
When you write, you can structure your sentences so that they tell the reader what happens next. For example:
The dog ran fast. The cat ran fast, too.
The second sentence tells you that the cat ran fast. If you're reading a story, and the sentences aren't structured that way, you can usually assume that the important things that happen next will be told in upcoming sentences. Look for words and phrases that tell you what happens next.
David ran and jumped over the obstacle course. The word and tells you that the next sentence will describe what happened to David after he jumped over the obstacle course.
The pitcher threw the ball to first base. The word threw tells you that the next sentence will describe what the pitcher did after he threw the ball.
Similarly, look for words and phrases that indicate what will happen next. These words and phrases will tell you what the upcoming sentence is about.
The horse ran fast. The word ran tells you that the next sentence will describe what the horse did.
The mother and father will travel to Italy. The words mother, father, and will tell you that the next sentence will discuss what the parents will do.
Both A, B, and C are possibilities. You can tell because each new sentence tells you what happens next. The wood is goona crash tells you that the wood is going to happen soon. The motorcycle is gonna successfully go up along the wood tells you that the motorcycle is going to happen soon. The motorcycle is gonna crash into the car tells you that the motorcycle is going to happen soon. The answer is D.

the motorcycle is gonna successfully go up along the wood

the motorcycle is gonna crash into the car


Prompt:
What will happen next?
A. the person is gonna sit on top of the snow and feel hurt
B. the person is gonna get sunk into the fluffy snow
C. the person is gonna ski
D. both A,B, and C

A short video shows a person standing on a beach. He is wearing shorts. The answer is C.

the person is gonna sit on top of the snow and feel hurt

the person is gonna get sunk into the fluffy snow


Prompt:
What will happen next?
A. the man is gonna drag the sculpture back
B. both the man and the sculpture are gonna fall
C. the sculpture is gonna fall
D. both A,B, and C

The answer is C.

the man is gonna drag the sculpture back

both the man and the sculpture are gonna fall


Prompt:
What will happen next?
A. the car is gonna crash into the house
B. the car is gonna fly
C. the car is gonna drive backwards
D. both A,B, and C

A car is gonna fly.
The car is not gonna crash into the house.
The car is gonna drive backwards.
The answer is B.


Prompt:
What will happen next?
A. the wave is gonna hit the two girls
B. the wave is gonna go back to the sea
C. the two girls are gonna swim in the wave
D. both A,B, and C

A wave is a movement of water. Here are some ways in which waves can move:
Water can move in waves when the surface of the water is moving. This movement creates a wave.
The wave can move to the sea. This is called a long wave.
The wave can move over a reef. The reef can make the wave rise or fall.
The wave can stop moving.
Choose the option that shows what will happen next.
The wave is gonna hit the two girls.
The wave is gonna go back to the sea.
The two girls are gonna swim in the wave.
Both A, B, and C. The answer is D.

the two girls are gonna swim in the wave


Prompt:
What will happen next?
A. the motorcycle is gonna turn left
B. the motorcycle is gonna crash into the car
C. the motorcycle is gonna turn left
D. both A,B, and C

The motorcycle is gonna turn left.
The motorcycle is going to turn left. The answer is C.

the motorcycle is gonna crash into the car


Prompt:
What will happen next?
A. the girls is gonna turn the pan around
B. the pan itself is gonna fly into the woman's face
C. nothing is gonna happen
D. both A,B, and C

A woman is standing in her kitchen. She is going to flip a pan that is on the stove. The pan is not balanced. It is going to fall.
Will the woman or someone else get hurt? Both the woman and the girl could be hurt. The answer is D.

the pan itself is gonna fly into the woman's face


Prompt:
What will happen next?
A. they are gonna kiss on the glass door
B. they are gonna crash the glass door
C. they are gonna enter the glass door
D. both A,B, and C

The answer is D.


Prompt:
What will happen next?
A. the truck is gonna turn left
B. the truck is gonna drive straight forward
C. the truck is gonna turn over
D. both A,B, and C

The video shows a truck that is turning left. The direction of the truck indicates that it is gonna turn left. So, the truck is gonna turn left. The answer is A.

the truck is gonna drive straight forward


Prompt:
What will happen next?
A. the boat is gonna crash
B. the man is gonna keep surfing
C. the man is gonna fall on the beach
D. both A,B, and C

The answer is D.


Prompt:
What will happen next?
A. the puppy is gonna bite the man
B. the puppy is gonna kiss the man
C. the puppy is gonna sit on the man
D. both A,B, and C

Look at the picture of the puppy and the man.
The puppy is ready to bite the man. The puppy is showing his teeth. The answer is A.


Prompt:
What will happen next?
A. the person is gonna fart on the dog
B. the dog is gonna bite the person
C. the dog is gonna sleep
D. both A,B, and C

Both A and C are possible outcomes.
A. the person is gonna fart on the dog
This is not a very likely outcome. The person is asleep, and the dog is not paying attention. He is not going to bite the person.
C. the dog is gonna sleep
This is what is most likely to happen. The dog will sleep. Both the person and the dog will be quiet and still. The answer is C.


Prompt:
What will happen next?
A. the person is gonna fall off the ladder
B. the person is gonna stand still on the ladder
C. someone is gonna come and hold the ladder
D. both A,B, and C

A ladder is a vertical frame with steps. A person can use a ladder to reach high places.
There are many ways to use a ladder safely. Here are some examples:
Using a ladder to reach high places.
Using a ladder near power lines.
Using a ladder on a slippery surface.
Using a ladder near a hot object.
Using a ladder while smoking.
Using a ladder on a windy day.
Using a ladder on uneven ground. The answer is D.

the person is gonna stand still on the ladder

someone is gonna come and hold the ladder


Prompt:
What will happen next?
A. the kid is gonna slide through
B. the kid is gonna crash into the other kid
C. the other kid is gonna dodge
D. both A,B, and C

Indoor playground at night.
The kid is gonna slide through. The answer is A.

the kid is gonna crash into the other kid


Prompt:
What will happen next?
A. the man is gonna run over
B. the man is gonna fall
C. the man is gonna slide along
D. both A,B, and C

The boy is running away from the water. He is sliding along the side of the water. The answer is C.


Prompt:
What will happen next?
A. the man is gonna put down the weight
B. the man is gonna lift up the weight
C. the man is gonna fall
D. both A,B, and C

The man is gonna lift up the weight. The answer is B.


Prompt:
What will happen next?
A. the food is gonna fall off the spoon
B. the woman is gonna feed the baby
C. the woman is gonna eat the food herself
D. both A,B, and C

The woman is gonna feed the baby.
The food is gonna be put into the baby's mouth. The answer is B.


Prompt:
What will happen next?
A. the woman is gonna grab the suitcase
B. the suitcase is gonna fall off the escalator
C. the suitcase is gonna stay still
D. both A,B, and C

Escalator.
The escalator is moving. The woman is walking up the escalator. The answer is D.

the suitcase is gonna fall off the escalator


Prompt:
What will happen next?
A. they are gonna fall off the motorcycle
B. they are gonna keep driving forward
C. they are gonna drive backwards
D. both A,B, and C

They are gonna drive backwards. The answer is C.


Prompt:
What will happen next?
A. the man is gonna walk back
B. the man is gonna fall
C. the man is gonna get up
D. both A,B, and C

The man is gonna fall. The answer is B.


Prompt:
The object shown in this figure:
A. Is a colorless liquid with a sharp odor
B. Can be used as a fertilizer for plants
C. Has a pH value of less than 7
D. None of these options are correct.

A material's pH value indicates whether the material is an acid or a base.
Acids have a pH value of less than 7.
Bases have a pH value of more than 7.
Every material is then either an acid or a base.
If a material is an acid, it will have a pH value of less than 7.
If a material is a base, its pH value will be more than 7. Look at the object.
The object is a colorless liquid with a sharp odor.
A colorless liquid with a sharp odor is a base. This tells you that the object has a pH value of more than 7. The answer is C.


Prompt:
The object shown in this figure:
A. Is a colorless and odorless gas
B. Has a boiling point of -161°C
C. Is a greenhouse gas that contributes to climate change
D. None of these options are correct.

Figures show objects. They can use labels, arrows, and other elements to help describe the objects.
A colorless and odorless gas has a boiling point of 37°C.
A greenhouse gas that contributes to climate change has a boiling point that is too high. The answer is A.

Is a greenhouse gas that contributes to climate change


Prompt:
The object shown in this figure:
A. Is a lustrous, silver-colored metal
B. Has a density lower than that of aluminum
C. Is highly resistant to corrosion in seawater and chlorine
D. None of these options are correct.

A material's density is determined by its mass and volume.
Different materials have different densities because different materials are made of different types of atoms. Atoms of different types have different sizes. The smallest atoms are electrons. The largest atoms are protons.
The table below shows the densities of some materials. Note that each material is represented by its name.
To determine whether a material is a metal, look at the entries for that material in the Properties of Metals and Nonmetals table. If a material has a density lower than that of aluminum, it is a nonmetal. If a material has a density higher than that of aluminum, it is a metal.
To determine whether a material is highly resistant to corrosion, look up the material in the Properties of Metals and Nonmetals table. The table shows that corrosion is caused by water and air. A material that is highly resistant to corrosion is not affected by water or air. So, a lustrous, silver-colored metal is highly resistant to corrosion. The answer is C.

Has a density lower than that of aluminum

Is highly resistant to corrosion in seawater and chlorine


Prompt:
The object shown in this figure:
A. Is a colorless liquid with a sweet, fruity odor
B. Has a boiling point of 56.05°C
C. Is used as a solvent for many organic compounds
D. None of these options are correct.

Solutions are made up of pure substances. A solution can be made by mixing two or more substances. The answer is A.

Is a colorless liquid with a sweet, fruity odor

Is used as a solvent for many organic compounds


Prompt:
The object shown in this figure:
A. Is a white, odorless powder
B. Has a relatively low melting point of 825°C
C. Is the main component of chalk and limestone
D. None of these options are correct.

The object shown in this figure is a white, odorless powder.
This powder has a relatively low melting point of 825°C. If you touch this powder, it will melt in your hands. The answer is A.

Has a relatively low melting point of 825°C

Is the main component of chalk and limestone


Prompt:
The object shown in this figure:
A. Is a colorless gas with a slightly sweet odor
B. Is also known as laughing gas
C. Has a boiling point of -88.5°C
D. None of these options are correct.

Figures show objects. They can show objects that are real or imaginary.
A drawing of an object is called a portrait. A drawing of a scene is called a landscape.
Napoleon Bonaparte's portrait shows what he looked like when he was alive.
This landscape shows a mountainous region in China.
The object shown in this figure has a boiling point of -88.5°C.
A substance's boiling point is the temperature at which the substance changes from a liquid to a gas.
A colorless gas with a slightly sweet odor is a substance that you can use to fill balloons for a birthday party. The answer is C.

Is a colorless gas with a slightly sweet odor


Prompt:
The object shown in this figure:
A. Is a highly corrosive liquid
B. Has a boiling point of 337°C
C. Is used to make many types of fertilizers
D. None of these options are correct.

The answer is A.

Is used to make many types of fertilizers


Prompt:
The object shown in this figure:
A. Is a colorless liquid with a slightly metallic taste
B. Is a powerful oxidizer that can cause skin and eye irritation
C. Has a boiling point of 150.2°C
D. None of these options are correct.

This object is a colorless liquid with a slightly metallic taste.
The property of a substance that makes it taste metallic is called its metallicity.
Some substances are metals. Others are non-metals. The table below shows how each of the properties of metals and non-metals can be used to help identify them.
Property | Metal | Non-metal
Solid | |
Ductile | |
Malleable | |
Luster | shiny | dull
Oxidizable | |
Redox | |
Electrochemical | |
The property of a substance that makes it oxidize, or react with oxygen in the air, is called its oxidizability.
A powerful oxidizer is a substance that can cause significant chemical reactions with oxygen. These reactions can destroy or modify other substances. Oxidizers can be dangerous to handle. Even small amounts of some oxidizers can cause fires or explosions. This object is a colorless liquid with a slightly metallic taste. So, it has a metallicity.
Boiling point is the temperature at which a substance changes from a liquid to a gas.
The boiling point of a substance depends on the amount of energy required to change the substance from a liquid to a gas. Substances with higher boiling points require more energy to change from a liquid to a gas.
150.2°C is the boiling point of this substance. So, this object has a boiling point.
This object is a colorless liquid with a slightly metallic taste. So, it has a metallicity. The answer is A.

Is a colorless liquid with a slightly metallic taste

Is a powerful oxidizer that can cause skin and eye irritation


Prompt:
The object shown in this figure:
A. Is a colorless gas with a pungent odor
B. Is commonly used as a fertilizer and industrial chemical
C. Has a boiling point of -33.3°C
D. None of these options are correct.

Figures show objects that have been moved to a new location.
A line drawing of an object is a profile.
A side view of an object is a cross-section.
A line cutting through an object is a section.
You can change the angle of a section.
You can use a different color or shading to show different parts.
A gray section shows an object's shadow.
A yellow object is shown in yellow. The answer is B.

Is commonly used as a fertilizer and industrial chemical


Prompt:
The gas shown in this figure:
A. Is a colorless, odorless gas that is poisonous to humans and animals
B. Forms when fuels like gasoline, coal, and wood are burned without enough oxygen
C. Has a boiling point of -191.5°C
D. None of these options are correct.

The gas shown in this figure:
A. Is a colorless, odorless gas that is poisonous to humans and animals
B. Forms when fuels like gasoline, coal, and wood are burned without enough oxygen
C. Has a boiling point of -191.5°C
D. None of these options are correct.
The answer is A.

Is a colorless, odorless gas that is poisonous to humans and animals

Forms when fuels like gasoline, coal, and wood are burned without enough oxygen


Prompt:
The object shown in this figure:
A. Is a colorless, flammable liquid that is commonly used as a solvent and fuel
B. Has a boiling point of 64.7°C
C. Can be toxic if ingested or absorbed through the skin
D. None of these options are correct.

A container of a substance is shown in this figure. The name of the substance is given on the container.
The object is a colorless, flammable liquid that is commonly used as a solvent and fuel.
This object is a colorless, flammable liquid.
A colorless liquid is a liquid that is clear.
A flammable liquid is a liquid that will burn. A flammable liquid that is also a solvent is a good candidate to be used as a solvent and fuel.
The boiling point of a substance is the temperature at which the substance changes from a liquid to a gas.
The boiling point of a substance depends on the amount of energy present in the substance. The amount of energy in a substance affects its boiling point.
A higher amount of energy in a substance increases its boiling point.
Liquids that are more energy rich will have a higher boiling point than liquids that are less energy rich. The object is a colorless, flammable liquid that is commonly used as a solvent and fuel.
This describes the properties of water. Not all colorless, flammable liquids that are solvents and fuels are used as water. The answer is A.

Is a colorless, flammable liquid that is commonly used as a solvent and fuel

Can be toxic if ingested or absorbed through the skin


Prompt:
The object shown in this figure:
A. Is a lustrous, white metal that is highly reflective and ductile
B. Has the highest electrical and thermal conductivity of all metals
C. Has a boiling point of 2,162°C
D. All of these options are correct.

Blue arrows indicate the movement of electrons. White arrows indicate the movement of protons.
Metals are great conductors of electricity. To become a metal, a substance must have electrons that freely move through the substance. The ability of a substance to move electrons is determined by its electronic structure.
Every substance is made of one or more chemical elements, or types of atoms. Different chemical elements make up different substances. For example, in the substance brass, copper and zinc are the chemical elements. Brass is a metal because copper and zinc can move electrons.
To make a conductor, all of the chemical elements in a substance must be able to move electrons. This is called having a stable electronic structure.
Whether a substance is a metal or a nonmetal depends on how its chemical elements are arranged. The arrangement determines whether the substance can move electrons.
Nonmetals do not have electrons that freely move through the substance. Instead, electrons in nonmetals are bound to atoms. Because nonmetals do not have freely moving electrons, they are not conductors.
Metals have electrons that freely move through the substance. This makes metals great conductors of electricity. The answer is D.

Is a lustrous, white metal that is highly reflective and ductile

Has the highest electrical and thermal conductivity of all metals


Prompt:
The object shown in this figure:
A. Is a type of clathrate compound that consists of methane gas trapped within a lattice of ice crystals
B. Occurs naturally in deep-sea sediments and permafrost regions
C. Can be used as a potential energy source
D. None of these options are correct.

The answer is C.

Is a type of clathrate compound that consists of methane gas trapped within a lattice of ice crystals

Occurs naturally in deep-sea sediments and permafrost regions

Can be used as a potential energy source