Prompt:
Read the text.
"Cleavage" and "fracture" refer to the different ways that minerals can break. Cleavage occurs when a mineral breaks and forms flat planes or surfaces. These surfaces are smooth and often reflective. Minerals break cleanly along cleavage planes because there are weak points in the mineral's structure.
When a mineral breaks by fracturing, it does not break along a smooth cleavage plane. Instead, this type of break results in surfaces that may look jagged or irregular.
Which term matches the picture?
A. cleavage
B. fracture

Cleavage occurs when a break produces smooth, shiny planes. The answer is A.


Prompt:
Read the text.
The shape of a lens determines how it bends light that passes through it. A concave lens, for example, is thinner in the center than it is at the edges. This results in light rays diverging, or bending away from one another, after passing through. Concave lenses are used in TV projectors to spread out light.
A convex lens, on the other hand, is thicker in center than at the edges. As a result, light rays converge, or come together, after passing through. If you place a convex lens close enough to an object, the object will appear larger when you look through the lens, as in a microscope.
Which term matches the picture?
A. concave lens
B. convex lens

A concave lens is thinner in the center than it is at the edges. The answer is A.


Prompt:
Read the text.
The Ophiuroidea are marine animals that are closely related to true sea stars, or the Asteroidea. Ophiuroids are divided into two groups: brittle stars and basket stars.
Brittle stars generally have five arms joined to a central body disk. Unlike those of true sea stars, the central body disks of brittle stars are usually round and sharply contrast with the arms.
Basket stars are similar to brittle stars, but often larger. Unlike the thin snake-like arms of brittle stars, the arms of basket stars are often repeatedly branched.
Which term matches the picture?
A. brittle star
B. basket star

The arms of a basket star split into many shorter arms, like branches and twigs on a tree. The answer is B.


Prompt:
Read the text.
The nucleus is an important feature of a eukaryotic cell. The nucleus is usually round and stores long coiled structures called chromosomes, which contain the cell's genetic material.
A prokaryotic cell, by contrast, doesn't have a nucleus. Instead, its chromosomes are loose in the cell, not surrounded by a membrane. Because prokaryotic cells lack nuclei and other membrane-bound structures, prokaryotic cells are typically simpler than eukaryotic cells.
Which term matches the picture?
A. eukaryotic cell
B. prokaryotic cell

A prokaryotic cell is a cell that does not have a nucleus. Its chromosomes are loose in the cell. The answer is B.


Prompt:
Read the text.
Igneous rock forms when melted rock, like magma or lava, cools and hardens. The faster the rock cools, the finer its grain. That's because there isn't as much time for crystals to form. A rock like obsidian cools quickly and creates a smooth and glassy black rock. Obsidian can be chipped down into a fine point. Granite, on the other hand, cools slowly. It has large mineral grains that form as it cools. The grains create interesting patterns, which is why granite is often used for kitchen countertops.
Which term matches the picture?
A. granite
B. obsidian

Granite is a type of rock that has visible patterns. It can come in lots of different colors and looks speckled, or spotted. The answer is A.


Prompt:
Read the text.
There are two kinds of energy: kinetic and potential. Kinetic energy is the energy of a moving object. Wind and flowing water both have kinetic energy. Another type of energy is potential energy. There are different types of potential energy. You can think of potential energy as kinds of stored energy. For example, a compressed spring has elastic potential energy. If it doesn't have something holding it down, its energy will be released and it will spring forward.
Which term matches the picture?
A. potential energy
B. kinetic energy

The text tells you that kinetic energy is the energy of a moving object. The rubber band is moving, so it has kinetic energy. The answer is B.


Prompt:
Read the text.
The sea is home to many different groups, or phyla, of animals. Two of these are cnidarians and echinoderms.
Cnidarian comes from a Greek word that means "nettle," a stinging type of plant. Cnidarians have tentacles all around their mouths, which they use to sting prey and pull the prey toward their mouths.
Echinoderm comes from Greek words meaning "spiny" and "skin." Echinoderms have stiff bodies, and their spines may stick out of their skins. Adult echinoderms' bodies are often arranged in five balanced parts, like a star.
Which term matches the picture?
A. cnidarian
B. echinoderm

A cnidarian is an animal with tentacles that can sting its prey or predators. A sea anemone is a type of cnidarian. The answer is A.


Prompt:
Read the text.
If something has bilateral symmetry, you can draw a line from top to bottom and both sides of the line will match. For example, if you drew a line down the center of someone's face, both sides would have one eye, half a nose, and half a mouth. If you drew a line in the middle from left to right, however, the two sides would not match.
Radial symmetry describes something that is symmetrical, or matching, all the way around. A daisy, and many other flowers, have radial symmetry. You could cut a daisy in half from top to bottom in many directions‚Äîdown the middle or left to right‚Äîand the halves would match.
Which term matches the picture?
A. radial symmetry
B. bilateral symmetry

Radial symmetry describes something that is symmetrical, or matching, all the way around. A snowflake has radial symmetry. You could cut a snowflake out of a piece of paper along its center line, and the two halves would still look the same. The answer is A.


Prompt:
Two magnets are places as shown. Will these magnets attract or repel each other?
A. Attract.
B. Repel.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
 To predict if these magnets will attract or repel, look at which poles are closest to each other.
Both poles of each magnet line up with both poles of the other magnet. The south pole of each magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is A.


Prompt:
Two magnets are placed as shown. Hint: Magnets that attract pull together. Magnets that repel push apart. Will these magnets attract or repel each other?
A. Attract.
B. Repel.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
 Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A.


Prompt:
is this place crowded?
A. no
B. yes

People watch as a parade passes by.
There are too many people in the picture. It is crowded. The answer is B.


Prompt:
is this place crowded?
A. no
B. yes

People who are blind or have low vision have trouble seeing. They might have trouble seeing things near or far. They might have trouble seeing in bright or dark places.
What kind of trouble can people with low vision have?
People with low vision might have trouble seeing things like:
* Small print
* Distant objects
* Bright or flashy things
* Dark places
People with low vision might have these problems more often than people without low vision. The answer is B.


Prompt:
is this place crowded?
A. no
B. yes

People watch a movie at the cinema.
Look at the picture of the cinema.
The cinema is empty.
Will this place be crowded?
There are too many people to see clearly. The answer is B.


Prompt:
is this place crowded?
A. no
B. yes

Look at the picture of the train platform.
The train platform is crowded.
The people on the train platform are walking on each other's feet. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how bright or dark an image is.
A bright image is brightest at the center and gets darker toward the edges. The image on the left is brighter than the image on the right. You can see this by looking at the central part of each image. The central part of the left image is brighter than the central part of the right image. The answer is A.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a quality of light. Light objects look bright against dark ones. Look at the images.
The first image is brighter. The colors are lighter. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how bright or dark an image is. Brightness depends on the amount of light that is entering an image.
Darker images have less light entering them, and lighter images have more light entering them. In the absence of light, an image is completely dark.
You can change the brightness of an image by changing the amount of light entering it. For example, if you take a picture of a scene at night, the image will be dark. But if you take the same picture during the day, the image will be brighter.
You can also change the brightness of an image by changing the color of the image. For example, a bright color such as yellow will make a image brighter than a dark color such as blue. The first image is brighter than the second image. You can tell because the first image has more bright areas than the second image. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how much light is coming from a image.
Darker images have lower brightness than lighter images.
In the first image, the sky is bright. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a quality of light. Light objects look bright when they reflect a lot of light. Dark objects look dark when they reflect little light.
The amount of light reflected depends on the color of the object. Light colors like light gray and light pink reflect a lot of light. Dark colors like dark gray and dark blue reflect little light.
You can change the brightness of an image by changing its color. Bright colors look bright, and dark colors look dark.
Tone is the brightness of an image. A tone can be described as light, dark, or bright. The answer is A.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how much light a image reflects or emits. Bright images reflect or emit a lot of light. Dark images reflect or emit little light.
The amount of light that a image reflects or emits depends on the level of brightness of the image. Bright images have a high level of brightness. Dark images have a low level of brightness.
You can change the level of brightness of a image by changing its brightness level. To change the level of brightness of a image, you can do the following:
* Increase the brightness level of the image
* Decrease the brightness level of the image
* Contrast makes an image look brighter when the contrast is high.
As the contrast of an image goes up, the bright parts of the image stand out against the dark parts. The bright parts appear brighter.
* Saturation makes an image look brighter when the saturation is high.
As the saturation of an image goes up, the image becomes more vivid. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how much light a image reflects or emits. Bright images reflect or emit a lot of light. Dark images reflect or emit little light.
You can change the brightness of an image by changing its brightness level. Brightness level affects how bright or dark an image looks.
A brightness level of 0 is dark. A brightness level of 255 is the brightest. The first image is brighter than the second image. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how much light is coming from a image.
A bright image will light up a dark room. A dark image will look black in a bright room.
Look at the images.
Of the two images, the first image is brighter. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how much light is coming from a image.
Darker images have lower brightness than lighter images.
This image of a cliff is darker than this image of a beach. The cliff image has a lower brightness than the beach image.
Brightness can be changed by changing the amount of light coming into an image. This change can be achieved by using a light box or by changing the position of the image and the light.
A light box is a box with a special material that makes light reflect upward. You can use a light box to make a image with a brighter brightness.
By changing the position of the image and the light, you can change the brightness of an image. The answer is A.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how bright or dark an image is. Bright images are bright, and dark images are dark.
You can change the brightness of an image by changing the values of the pixels that make up the image. Pixels are the smallest units of color in an image.
If you increase the brightness of an image, the values of the pixels in the image become higher. The image will appear brighter.
If you decrease the brightness of an image, the values of the pixels in the image become lower. The image will appear darker.
To change the brightness of an image, you can use an image editing program. Many image editing programs have tools that let you change the brightness of an image. The first image is brighter than the second image. The answer is A.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how bright or dark an image is. Bright images are bright, and dark images are dark.
You can change the brightness of an image by changing how much light enters the camera. Outdoor pictures usually have a bright brightness, while indoor pictures usually have a dark brightness.
You can also change the brightness of an image after you take it. For example, you can use software to brighten a picture. Look at the images.
The first image is brighter than the second image. You can tell because the first image has a higher brightness value. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how bright or dark an image is. Brightness affects how well you can see details in an image.
To change the brightness of an image, you can use the brightness command. This command takes a number as an argument. This number represents the amount that the brightness of the image should be changed.
If the number is greater than 0, the brightness of the image will increase. The image will become less dark.
If the number is less than 0, the brightness of the image will decrease. The image will become more dark. 0 is the brightness of the average image. Any number less than 0 will make the image darker, and any number greater than 0 will make the image brighter.
To determine which image is brighter, look at the images and count the number of bright pixels. The first image has more bright pixels. So, the first image is brighter. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how light or dark a color is.
A bright image will make things in the picture look lighter. A dark image will make things in the picture look darker.
After you look at an image, it gets stored in your mind as a bright or dark image. So, you can always tell whether an image is bright or dark.
To decide which image is more brightful, look at the images side by side.
Compare the brightness of the colors in each image. The first image is more brightful. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how bright or dark an image is. Bright images are bright, and dark images are dark.
Darker images have lower brightness values. The brightness value of zero represents complete darkness. Brightness values greater than zero represent brightness.
Humans are able to see images with brightness values between zero and 100. The higher the brightness value, the brighter the image appears.
You can change the brightness of an image using software. Brightness values can be increased or decreased. Increasing the brightness values of an image makes it brighter. Decreasing the brightness values makes it darker.
Brightness is a property of an image. A property of an object is something that you can describe or measure about the object. Brightness is a measure of how bright or dark an image is. The first image is brighter than the second image. You can tell because the first image has a higher brightness value. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a property of light. Light can be bright or dim.
Intensity is a measure of the brightness of light. Intensity tells you how bright or dim light is.
There are many ways to change the intensity of light. For example, you can use a brighter light or a dimmer light. You can also change the distance from the light. The distance affects the intensity of light. The farther away from the light, the dimmer it appears.
An object's brightness depends on the intensity of light reflecting off the object. The object will appear brighter if the light reflecting off it is more intense. The answer is A.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a property of light. Light objects appear bright when they reflect a lot of light. Dark objects appear dark when they reflect little light.
The amount of light reflected is called the object's luminosity. The higher the luminosity of an object, the brighter it appears.
Luminosity depends on the color of the object. White objects reflect the most light. Black objects reflect the least light.
The brightness of an object also depends on where the light is coming from. If the light is shining on the object from a bright source, the object will appear bright. If the light is shining on the object from a dim source, the object will appear dim.
The first image is brighter than the second image. The answer is B.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how bright or dark an image is. Bright images are bright, and dark images are dark.
You can change the brightness of an image by changing the value of the brightness parameter. Values from 0 to 255 are possible.
0 is darkest, and 255 is brightest. To determine which image is brighter, look at the values of the brightness parameter for each image.
The first image has a brightness value of 170.
The second image has a brightness value of 180.
So, the second image is brighter. The answer is A.


Prompt:
Which image is more brightful?
A. The second image
B. The first image

Brightness is a measure of how bright or dark an image is.
A bright image is contrasty. Contrast is the difference between the brightest and darkest parts of an image.
A dark image is low in contrast. A low contrast image looks washed out. To make a low contrast image look better, you can brighten it. Brightening an image means making the bright parts brighter and the dark parts darker.
To brighten an image, you can adjust the brightness level. Brightness level affects how bright or dark an image is.
A brightness level of 0 means the image is dark.
A brightness level of 100 means the image is bright. The first image is more brightful. The answer is B.


Prompt:
which image is more colorful?
A. The second image
B. The first image

When you look at an image, it is easy to tell which image is more colorful. Just compare the images.
For example, look at the flowers in the images. Count the number of colors in each image. Then, decide which image is more colorful. The answer is A.


Prompt:
which image is more colorful?
A. The second image
B. The first image

When you look at an image, you can tell which colors are used in it.
Red, blue, green, and yellow are primary colors. These colors cannot be made by mixing other colors.
Blue and red make purple.
Yellow and blue make green.
Green and red make brown.
These colors are called secondary colors.
The primary colors are used to make the secondary colors. So, the secondary colors come after the primary colors in the color wheel.
The first image is more colorful because it has more colors. The answer is B.


Prompt:
which image is more colorful?
A. The second image
B. The first image

Colorful things make you happy.
The more colorful an image is, the happier you will be.
Look at the images.
Of the two images, the first image is more colorful. The answer is B.


Prompt:
which image is more colorful?
A. The second image
B. The first image

When you look at an image, your eyes take in information from the image. This information tells your brain how bright or dark the image is. The brightness of an image affects how colorful the image looks.
If an image is bright, colors look more vivid. If an image is dark, colors look less vivid. The first image is brighter than the second image. So, it is more colorful. The answer is B.


Prompt:
which image is more colorful?
A. The second image
B. The first image

When you look at an image, you can often tell which image is more colorful by looking at it. The more colorful image will have more bright and vivid colors.
Look at the images.
The second image has more color. The answer is A.


Prompt:
which image is more colorful?
A. The second image
B. The first image

Look at the images.
The first image is colorful.
The second image is not colorful. The answer is A.


Prompt:
which image is more colorful?
A. The second image
B. The first image

When you look at an image, do you like it more if it is colorful?
Color can make an image look more friendly or more powerful. Look at the images.
Of the two images, the first image is more colorful. The answer is B.


Prompt:
which image is more colorful?
A. The second image
B. The first image

When you look at an image, you can often change its appearance by using tools such as brightness and color balance.
For example, if you look at a picture of a tree in bright sunlight, the image will appear lighter and more colorful than if you look at the same picture on a cloudy day. The answer is A.


Prompt:
which image is more colorful?
A. The second image
B. The first image

Look at the images.
The first image is more colorful. The answer is B.


Prompt:
which image is more colorful?
A. The second image
B. The first image

When you look at an image, you can often tell which image is more colorful by looking at it. The more colorful image will have more bright, contrasting colors.
Images can be colorful in different ways. A colorful image might have:
A lot of bright, contrasting colors.
A few bright, contrasting colors on a dark background.
A dark background with bright, contrasting colors.
A mixture of bright and dark colors. The answer is A.


Prompt:
which image is more colorful?
A. The second image
B. The first image

When you look at an image, you can often tell which one is more colorful by comparing the images.
Look at the images.
The first image has more color. The answer is B.


Prompt:
which image is more colorful?
A. The second image
B. The first image

When you look at an image, you can often tell which one is more colorful by looking at it. The more colorful image will have more bright and vivid colors.
Look at the images.
Of the two images, the second image is more colorful. The answer is A.


Prompt:
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

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

The passage says that Ernesto tested each design by measuring the distance between the road and the concert area. It also says that he was testing whether the designs met the city council's requirements for the park. So, Ernesto's test could show which designs would have the least traffic noise in the concert area. The answer is C.

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

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

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


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

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


Prompt:
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnetic force is weaker in Pair 1.
B. The strength of the magnetic force is the same in both pairs.
C. The magnetic force is weaker in Pair 2.

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

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


Prompt:
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is greater in Pair 1.
B. The magnitude of the magnetic force is greater in Pair 2.
C. The magnitude of the magnetic force is the same in both pairs.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is A.

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

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

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


Prompt:
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is greater in Pair 2.
B. The magnitude of the magnetic force is the same in both pairs.
C. The magnitude of the magnetic force is greater in Pair 1.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is C.

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

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

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


Prompt:
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is greater in Pair 2.
B. The magnitude of the magnetic force is greater in Pair 1.
C. The magnitude of the magnetic force is the same in both pairs.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.

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

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

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


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

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


Prompt:
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is smaller in Pair 1.
B. The magnitude of the magnetic force is smaller in Pair 2.
C. The magnitude of the magnetic force is the same in both pairs.

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller. Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is A.

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

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

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


Prompt:
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is the same in both pairs.
B. The magnitude of the magnetic force is smaller in Pair 2.
C. The magnitude of the magnetic force is smaller in Pair 1.

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

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

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

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


Prompt:
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The strength of the magnetic force is the same in both pairs.
B. The magnetic force is stronger in Pair 1.
C. The magnetic force is stronger in Pair 2.

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

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

The magnetic force is stronger in Pair 1.

The magnetic force is stronger in Pair 2.


Prompt:
The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
A. sample B
B. sample A
C. neither; the samples have the same temperature

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

neither; the samples have the same temperature


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

There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. The answer is B.


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

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent In Solution A and Solution B, the 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 purple ball represents one particle of solute.
Which solution has a higher concentration of purple particles?
A. neither; their concentrations are the same
B. Solution A
C. Solution B

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

neither; their concentrations are the same


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

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

neither; their concentrations are the same


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

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

neither; their concentrations are the same


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

A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent In Solution A and Solution B, the 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 C.

neither; their concentrations are the same


Prompt:
The diagram below is a model of two solutions. Each green ball represents one particle of solute.
Which solution has a higher concentration of green particles?
A. Solution A
B. neither; their concentrations are the same
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 green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is 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. neither; their concentrations are the same
B. Solution A
C. Solution B

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

neither; their concentrations are the same


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

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 A.


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. metamorphic
B. igneous
C. sedimentary

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 A.


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. move around
B. hide food
C. keep warm

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


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

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

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

Rays are fish that are shaped like kites.
The passage says that most rays are shaped like big, flat kites. It also says that rays have great big fins that look like wings. The answer is A.

Rays are fish that are shaped like kites.


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


Prompt:
Which rhetorical appeal is primarily 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 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 B.


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

The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show 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 A.


Prompt:
Which rhetorical appeal is primarily 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 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 advertised toothpaste is used by professionals. The answer is B.


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

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


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

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 B.


Prompt:
Which rhetorical appeal is primarily 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 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 A.


Prompt:
Which rhetorical appeal is primarily 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 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 C.


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

The answer is C.

My national government officials decide most issues that come up.

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

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


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

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, a lioness increases the chances that her cubs will survive. The answer is C.

the lioness will feed the cubs of other lionesses

the lioness's cubs will be around other cubs


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

Indian flying foxes are bats. Bats are mammals with webbed wings. Like other mammals, they have fur and feed their young milk. The answer is C.


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

Forming strong social bonds with other females increases the chances that the female's offspring will live longer and will be around other females. The answer is B.

the female's offspring will be around other females

the female will spend more time grooming other baboons


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

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


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

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

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.
Choice "They have warm, salty water." is incorrect.
Choice "They have many large rocks called corals." is incorrect.
Choice "They are usually found in the deep ocean." is incorrect. The answer is A.

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

B. They are used by many different organisms.
Coral reefs are shaped by the activities of many different organisms. They provide shelter and food for a large number of animals. The answer is B.

They have many large rocks called corals.

They are used by many different organisms.

They are usually found in the deep ocean.


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

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

the female will hold more offspring in her mouth

the female will become weak and unhealthy


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

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

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

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 smelled sulfur and then realized it was not coming from his boat.
The answer is C.

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

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

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


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

The answer is B.

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

Other civilizations existed at the same time as the Aztec.

The Aztec civilization lasted longer than the Maya civilization.


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

Overland routes brought goods from cities on the Silk Road to markets in China. Merchants and travelers used these overland routes from about 200 BCE until 1350 CE.
Look at the map, which shows the Silk Road around the year 1300 CE.
Choice "B" is incorrect.
Choice "A" is incorrect.
Choice "C" is incorrect.
The map shows that the Silk Road connected East Asia with the Middle East and Europe. It also showed that the Silk Road was made up of both land and sea routes. The answer is B.

The Silk Road was made up of only land routes.

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

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


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. cylinder
B. cube
C. sphere

A shape is a description of a object's appearance.
A square shape has four equal sides.
A rectangle is a shape with four sides. Rectangles can be wide or tall.
A circle is a shape with one line. A circle gets smaller as you move away from the center.
A ball is a shape with a continuous curved surface. A ball can be made of rubber, plastic, or other soft material. The answer is C.


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

There is a thing that is both to the left of the gray sphere and to the right of the small cylinder; what shape is it?
A sphere is a ball with a continuous curved surface. A cube is a box with six square faces. A cylinder is a tube-shaped object with a circular base. The answer is C.


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

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 solid object with a circular base. The answer is C.


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

The other object that is the same color as the large shiny thing is a sphere.
Spheres have a continuous curved surface. The answer is C.


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

When two or more 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 relationship.
When a clown fish helps a sea anemone by removing fish predators, the clown fish benefits because it is less likely to be eaten by the sea anemone. The sea anemone is not significantly affected, either. So, this interaction forms a mutualism.
When a plant grows around a fungus, the two organisms form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. So, these two organisms live together in a symbiotic relationship. The answer is C.


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

When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensalism | benefits | is not significantly affected
Mutualism | benefits | benefits
Parasitism | benefits | is harmed (but not usually killed) When a predator eats its prey, it forms a predation relationship. The predator benefits from eating its prey, and the prey is harmed.
When a parasite attaches to and feeds on a host, the host is harmed. But the parasite does not usually kill the host. So, a parasitism relationship forms when a parasite attaches to and feeds on a host.
When a mutualist interacts with another organism, the mutualist benefits. Both organisms benefit from a mutualism relationship.
When a predator interacts with its prey, the predator benefits. But the prey is harmed. A predation relationship forms when a predator interacts with its prey. The answer is B.


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

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 brown pelican and a marine snail form a mutualistic relationship, the brown pelican benefits because it gets food and the marine snail is helped by the brown pelican's presence.
The brown pelican is not significantly affected by its relationship with the marine snail. Pollinators like hummingbirds benefit because they get food and flowers are helped by the pollinators' presence.
The video below shows a brown pelican catching fish.
When a gray whale and a krill form a mutualistic relationship, the gray whale benefits because it gets food and the krill is helped by the gray whale's presence.
The gray whale is not significantly affected by its relationship with the krill. A parasitic relationship forms when one organism of one species directly or indirectly kills or injures the other organism.
In a parasitic relationship, the organism of one species benefits, and the organism of the other species is harmed (but not usually killed). When a black-legged kite and a juvenile gray whale form a parasitic relationship, the black-legged kite benefits because it gets food and the gray whale is harmed.
The black-legged kite directly kills the gray whale by biting its spine. The answer is C.


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

When two organisms of different species interact in the natural environment, they may have one of several relationships with each other. These relationships are called nature relations.
The relationship that two organisms have with each other depends on what each organism does to the other organism. The table below shows some common nature relations.
 | Organism A does to Organism B
Consumes Organism B | Provides food or other resources for Organism A
Aids or helps Organism B | Helps Organism A reproduce
Hinders or prevents Organism B from doing something | Hinders or prevents Organism A from doing something
Organism A is the consumer, and Organism B is the provider. Consumers eat other organisms. Providers give food and other resources to other organisms.
So, if Organism A consumes Organism B, then Organism A is the consumer, and Organism B is the provider. This relationship is called predation.
If Organism A aids or helps Organism B, then Organism A is the provider, and Organism B is the consumer. This relationship is called mutualism.
If Organism A hinders or prevents Organism B from doing something, then Organism A is the predator, and Organism B is the prey. This relationship is called parasitism. The answer is B.