Prompt:
The passage below describes an experiment. Read the passage and then follow the instructions below.

Madelyn applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Tucker timed each ride. Madelyn and Tucker calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.
Identify the question that Madelyn and Tucker's experiment can best answer.
A. Does Madelyn's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?
B. Does Madelyn's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?

Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? The answer is B.

Does Madelyn's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?

Does Madelyn's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?


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.

Laura and Isabella were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.
Which of the following could Laura and Isabella's test show?
A. if the concrete from each batch took the same amount of time to dry
B. if a new batch of concrete was firm enough to use

Concrete that is firm enough can support the weight of someone walking on it. So, a test can show that a batch of concrete is firm enough if the concrete does not collapse when a person walks on it. The test described in the passage can show this.
The concrete in a batch of concrete can collapse if it is too soft. So, the test can show that a batch of concrete is not firm enough if the concrete collapses when it is tested. The answer is B.

if the concrete from each batch took the same amount of time to dry

if a new batch of concrete was firm enough to use


Prompt:
The passage below describes an experiment. Read the passage and think about the variables that are described.

Arianna's brother thought that crushed ice would keep his soda cooler than whole ice cubes.
To test this idea, Arianna divided a large bottle of soda equally among six glasses. Arianna added five whole ice cubes to each of the first three glasses while her brother crushed five ice cubes into small pieces before adding them to each of the other three glasses. Ten minutes after all the ice had been added to the glasses, Arianna used a thermometer to measure the temperature of the soda in each glass.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: glasses of soda with ice.
Which of the following was a dependent variable in this experiment?
A. the temperature of the soda
B. the size of the ice pieces

Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is A.


Prompt:
The passage below describes an experiment. Read the passage and think about the variables that are described.

Bryce noticed that some of the footballs his team used during practice were not fully inflated. He wondered whether fully inflated footballs would travel farther than footballs with a lower air pressure.
To find out, Bryce collected 20 standard footballs. He fully inflated ten of them to an air pressure of 13 pounds per square inch. He inflated the remaining ten to an air pressure of 10 pounds per square inch. Bryce used  to launch a ball across a football field. He measured the distance the football traveled and then launched the next ball. Bryce repeated this with all 20 balls.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a football launcher.
Which of the following was an independent variable in this experiment?
A. the distance the footballs traveled
B. the air pressure in the footballs

Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment. The answer is B.


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.

Devin was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40¬∞C. Devin wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50¬∞C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50¬∞C.
Figure: a weather station.
Which of the following could Devin's test show?
A. if the weather station would work when the temperature was 50¬∞C
B. how well the weather station would work when it was windy

The answer is A.

if the weather station would work when the temperature was 50¬∞C

how well the weather station would work when it was windy


Prompt:
The passage below describes an experiment. Read the passage and then follow the instructions below.

Carson made six batches of muffins over the course of one day. He used whole wheat flour in three of the batches and white flour in the other three batches. He divided the batter into muffin tins, using two ounces of batter per muffin. He baked the muffins in a 350¬∞F oven for 20 minutes. After allowing the muffins to cool, Carson measured the dimensions of the muffins and calculated their volumes. He compared the volumes of the muffins made with whole wheat flour to the volumes of the muffins made with white flour.
Figure: muffins cooling.
Identify the question that Carson's experiment can best answer.
A. Does the type of flour used in the muffins affect the number of muffins that turn brown after 30 minutes in the oven?
B. Do muffins made with white flour have larger volumes than muffins made with whole wheat flour?

Does the type of flour used in the muffins affect the number of muffins that turn brown after 30 minutes in the oven?

Do muffins made with white flour have larger volumes than muffins made with whole wheat flour?


Prompt:
Figure: Great Victoria Desert.
The Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia. It is the largest desert in Australia! The Great Victoria Desert is home to the rare great desert skink. To stay cool during the day, great desert skinks live in holes they dig in the ground.
Which statement describes the Great Victoria Desert ecosystem?
A. It has thick, moist soil.
B. It has dry, thin soil.

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


Prompt:
Figure: Tongue Point Marine Life Sanctuary.
Tongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.
Which better describes the tide pool ecosystems in Tongue Point Marine Life Sanctuary?
A. It has water that is poor in nutrients. It also has only a few types of organisms.
B. It has water that is rich in nutrients. It also has many different types of organisms.

Tide pool ecosystems are areas that are covered by water at high tide and exposed at low tide.
The type of water in a tide pool depends on whether it is exposed to the open ocean or not. Exposed tide pools have water that is rich in nutrients. They also have many different types of organisms.
Unexposed tide pools have water that is poor in nutrients. They also have only a few types of organisms. The answer is B.

It has water that is poor in nutrients. It also has only a few types of organisms.

It has water that is rich in nutrients. It also has many different types of organisms.


Prompt:
This diagram shows the life cycle of an apple tree.
Which part of an apple tree might grow into a new tree?
A. a seed
B. a leaf

Flowering plants, called angiosperms, use their flowers for sexual reproduction.
Flowers can have male parts, female parts, or both! The male part is called the stamen, and the female part is called the pistil.
Both the male and female parts are needed for sexual reproduction. The female part produces eggs, and the male part produces pollen. Pollen contains cells that become sperm.
Pollination happens when pollen lands on top of the pistil. Self-pollination happens when a plant with both male and female parts pollinates itself. Cross-pollination happens when pollen from one plant lands on the pistil of a flower on a different plant. Animals, including birds and insects, can be pollinators. Many pollinators come to flowers to get food. As a pollinator feeds, it moves pollen from one flower to another.
After pollination, sperm from the pollen fuse with eggs. This is called fertilization. The fertilized eggs then grow into seeds. When a seed lands on the ground, it can germinate and grow into a new plant.
The new plant can grow flowers and begin the angiosperm plant life cycle again. A seed can grow into a new tree. When a seed lands on the ground, it can germinate and grow into a new plant.
An apple tree's leaves use photosynthesis to make food for the tree. The leaves do not grow into a new tree. The answer is A.


Prompt:
Sugar gliders live in the forests of Southeast Asia. They have two arms and two legs. They also have a thin layer of skin, called a patagium, stretched between their arms and legs.
Sugar gliders use the patagium to glide through the air from tree to tree. The 's limbs are adapted for gliding.
Figure: sugar glider.
Which animal's limbs are also adapted for gliding?
A. northern flying squirrel
B. ring-tailed lemur

A adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly. Look at the picture of the sugar glider.
The sugar glider can spread its patagium like a wing. This helps it glide through the air from the higher branches of one tree to the lower branches of another tree.
Now look at each animal. Figure out which animal has a similar adaptation.
The northern flying squirrel has a patagium stretched between its arms and legs. Its limbs are adapted for gliding.
The ring-tailed lemur has long limbs but no patagium. Its limbs are not adapted for gliding. The ring-tailed lemur uses its limbs to run and climb. The answer is A.


Prompt:
Barracudas often hunt large fish for food. The 's mouth is adapted to tear through meat.
Figure: barracuda.
Which fish's mouth is also adapted for tearing through meat?
A. copperband butterflyfish
B. tiger moray

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. Look at the picture of the barracuda.
The barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The baracuda uses its teeth to cut up meat into pieces it can swallow.
Now look at each animal. Figure out which animal has a similar adaptation.
The tiger moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.
The copperband butterflyfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat. The answer is B.


Prompt:
s live in the Canadian Arctic and Greenland. The 's skin is adapted to help the animal survive in cold places.
Figure: Arctic hare.
Which animal's skin is also adapted for survival in cold places?
A. fantastic leaf-tailed gecko
B. polar bear

Arctic hares have thick fur covering their skin. Their fur can help keep them warm in cold places. The answer is B.


Prompt:
Which material is this spatula made of?
A. rubber
B. cotton

A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Some objects are made of just one material.
Most nails are made of metal.
Other objects are made of more than one material.
This hammer is made of metal and wood. Look at the picture of the spatula.
The spatula is made of two different materials. The handle is made of wood, and the head is made of rubber. The answer is A.


Prompt:
Select the better answer.
Which property do these two objects have in common?
A. yellow
B. salty

Yellow is a color.
Potato chips have a salty taste. The answer is B.


Prompt:
The model below represents a molecule of boron trifluoride. Boron trifluoride is used to make many types of chemicals, such as plastics.
Complete the statement.
Boron trifluoride is ().
A. an elementary substance
B. a compound

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 fluorine is F, and the atomic symbol for the chemical element beryllium is Be.
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. Use the model to determine whether boron trifluoride is an elementary substance or a compound.
Step 1: Interpret the model.
.
Use the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.
You can see from the model that a molecule of boron trifluoride is composed of two boron atoms and three fluorine atoms bonded together.
Step 2: Determine whether the substance is an elementary substance or a compound.
You know from Step 1 that boron trifluoride is composed of two chemical elements: boron and fluorine. Since boron trifluoride is composed of multiple chemical elements bonded together, boron trifluoride is a compound. The answer is B.


Prompt:
The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.
Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
A. to the right than to the left
B. to the left than to the right

Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
Membranes are thin boundaries that divide objects into parts. A membrane can divide a container into two parts. In this case, the solute can move freely from one part to the other through the membrane. This movement of a solute through a membrane is called diffusion.
As a result of diffusion, the concentration of the solute becomes equal in both parts of the container. When this happens, the solute reaches equilibrium. At equilibrium, the solute does not stop moving. But the concentration of the solute does not change anymore in the container.
Membranes can be permeable to some substances but not to others. A permeable membrane is one that lets substances pass through. In this case, the solute can pass through the permeable membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across the membrane to the right than to the left. In fact, at equilibrium, the solute will have a higher concentration on the right side than on the left side. The answer is B.


Prompt:
The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.
Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
A. to the right than to the left
B. to the left than to the right

Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
Membranes are thin boundaries that divide objects into parts. A membrane can divide a container into two parts. In this case, the solute can move freely from one part to the other through the membrane. This movement of a solute through a membrane is called diffusion.
As a result of diffusion, the concentration of the solute becomes equal in both parts of the container. When this happens, the solute reaches equilibrium. At equilibrium, the solute does not stop moving. But the concentration of the solute does not change anymore in the container.
Membranes can be permeable to some substances but not to others. A permeable membrane is one that does not block the movement of a substance. In this case, the solute can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane to the other side. At equilibrium, the concentration on both sides of the membrane is equal. Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. The answer is B.


Prompt:
The model below represents a molecule of ammonia. Most of the ammonia produced every year is used by farmers to help crops grow.
Complete the statement.
Ammonia is ().
A. an elementary substance
B. a compound

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. Use the model to determine whether ammonia is an elementary substance or a compound.
Step 1: Interpret the model.
.
Use the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.
You can see from the model that a molecule of ammonia is composed of three hydrogen atoms and one nitrogen atom bonded together.
Step 2: Determine whether the substance is an elementary substance or a compound.
You know from Step 1 that ammonia is composed of two chemical elements: hydrogen and nitrogen. Since ammonia is composed of multiple chemical elements bonded together, ammonia is a compound. The answer is B.


Prompt:
In the following questions, you will learn about the origin of the Southern Colonies. The Southern Colonies made up the southern part of the Thirteen Colonies, which were ruled by Great Britain in the 1600s and 1700s. The population of the Southern Colonies included enslaved and free people of African descent, Native American groups, and European settlers. The map below shows the Thirteen Colonies in 1750. Look at the map. Then answer the question below.
Which of these colonies was Southern Colonies?
A. Pennsylvania
B. Maryland

Look at the legend on the map.
All of the colonies are shaded by region. The Southern Colonies included five colonies:
The rest of the Thirteen Colonies were part of the Middle Colonies or New England. The answer is B.


Prompt:
Between 1775 and 1783, Americans fought the British in the Revolutionary War. Look at the timeline of events in the years before the war. Then answer the question.
Based on the timeline, which statement is true?
A. Americans boycotted British goods before the Revolutionary War began.
B. The Boston Massacre was the first battle of the Revolutionary War.

The answer is A.

Americans boycotted British goods before the Revolutionary War began.

The Boston Massacre was the first battle of the Revolutionary War.


Prompt:
Native copper has the following properties:
solid
not made by living things
found in nature
fixed crystal structure
made of the metal copper
Is native copper a mineral?
A. no
B. yes

Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.
 Native copper has all the properties of a mineral. So, native copper is a mineral. The answer is B.


Prompt:
Plastic has the following properties:
solid
no fixed crystal structure
not a pure substance
made in a factory
Is plastic a mineral?
A. yes
B. no

Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! Plastic does not have all the properties of a mineral. So, plastic is not a mineral. The answer is B.


Prompt:
Use the data to answer the question below.
Is the following statement about our solar system true or false?
The smallest planet is made mainly of rock.
A. False
B. True

The primary composition of a planet is what the planet is made mainly of.
Mercury, Venus, Earth, and Mars are made mainly of rock. The other planets are made mainly of gas.
The table tells you that the smallest planet is Mercury and that Mercury is made mainly of rock. So, the smallest planet is made mainly of rock. The answer is B.


Prompt:
Use the data to answer the question below.
Is the following statement about our solar system true or false?
The volume of Mars is more than three times as large as Mercury's.
A. True
B. False

Look at the table with the volume values.
These two planets' volumes are shown in the table. The volume of Mars is 160 billion km^3, and the volume of Mercury is 60 billion km^3.
These two numbers are not compared to each other. So, the volume of Mars is not more than three times as large as Mercury's. The answer is B.


Prompt:
Figure: Umbria.
Large, fluffy clouds filled the sky on a warm summer day in Umbria, Italy.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Does this passage describe the weather or the climate?
A. weather
B. climate

The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. Read the passage carefully.
Large, fluffy clouds filled the sky on a warm summer day in Umbria, Italy.
This passage tells you about the cloud cover over Umbria on a specific day. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.


Prompt:
This diagram shows fossils in an undisturbed sedimentary rock sequence.
Which of the following fossils is younger? Select the more likely answer.
A. ginkgo leaf
B. mammal tooth

A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.
Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.
The relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers. Look again at the fossils in the rock sequence diagram.
Compare the positions of these fossils to determine which one is younger:
The mammal tooth fossil is in a shallower layer in the rock sequence than the ginkgo leaf fossil. So, the mammal tooth fossil is most likely younger than the ginkgo leaf fossil. The answer is B.


Prompt:
Read the passage about hedgehogs.
Hedgehogs have sharp spines that cover their backs. Some people think they look like little spiky balls! When they are scared, hedgehogs roll up into a ball. This keeps them safe from foxes and other animals.
Hedgehogs eat things like insects, worms, and snails. They hunt for food in hedges and other plants, just like wild pigs, or hogs. This is how they got the name hedgehogs.
What do hedgehogs do when they are scared?
A. They shoot their spines like arrows.
B. They curl up into a ball.

When they are scared, hedgehogs roll up into a ball. This keeps them safe from foxes and other animals. The answer is B.


Prompt:
Read the passage about bananas.
Bananas grow on banana plants in large bunches. Each group of bananas in a bunch is called a hand, and each banana is a finger.
Banana plants may look like trees, but they're not. They don't have trunks. Instead, they have thick stems made of leaves. Banana plants are chopped down once all the bananas are picked. But a new plant can grow from the old plant's roots.
What are the fingers of a banana plant?
A. the bananas
B. the stems

Read the passage carefully. It tells you what the fingers of a banana plant are.
Bananas grow on banana plants in large bunches. Each group of bananas in a bunch is called a hand, and each banana is a finger. The answer is A.


Prompt:
This time line shows important events during the California Gold Rush.
Based on the time line, which event happens after James Marshall discovers gold and before gold becomes harder to find?
A. Many people move to California.
B. Silver is discovered in Nevada.

Look at the time line.
Choose the event that happens after James Marshall discovers gold and before gold becomes harder to find.
B. Silver is discovered in Nevada.
The time line shows that silver was discovered in Nevada in 1859. Silver is not shown as being discovered earlier on the time line. So, silver was not discovered in Nevada until after James Marshall discovered gold in California.
Choose the event that happens after James Marshall discovers gold and before gold becomes harder to find.
A. Many people move to California.
Some people moved to California right after James Marshall discovered gold. But more people moved to California after word of the gold find spread. So, James Marshall's discovery of gold happened after many people moved to California and before gold became harder to find. The answer is A.


Prompt:
This event chain shows the main events from the legend of John Henry.
Based on the event chain, which event happens earlier in the legend?
A. John Henry gets sick.
B. John Henry beats the machine.

A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing. An event chain uses arrows to show the order of events. This event chain shows the main events from the legend of John Henry.
Follow the arrows to see the order of events. An arrow points from John Henry beats the machine in the contest to John Henry gets sick because he worked so hard during the contest. So, John Henry beats the machine earlier in the legend. The answer is B.


Prompt:
This table compares three stories about time travel.
Based on the table, in which story does the main character travel through time by accident?
A. in both The Time Machine and A Connecticut Yankee in King Arthur's Court
B. only in A Connecticut Yankee in King Arthur's Court

A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing. In a table, each cell gives information related to its row and column. This table compares three stories about time travel.
Look in the Plot column to find the story about a character who travels through time accidentally. Follow that row left to see what's in the Story column. A Connecticut Yankee in King Arthur's Court is in the Story column for a plot where the main character travels through time by accident. The Time Machine does not have a plot where the character travels through time accidentally. So, in which story does the main character travel through time by accident? The answer is B.

in both The Time Machine and A Connecticut Yankee in King Arthur's Court

only in A Connecticut Yankee in King Arthur's Court


Prompt:
This time line shows ancient sports that are still popular today. It gives each sport's likely place and date of origin.
Based on the time line, when did people start playing polo?
A. before surfing
B. before sumo wrestling

Look at the time line.
Polo is shown as coming from Asia. The time line also shows that sumo wrestling came from Japan. So, polo is likely to have come from Asia before sumo wrestling. The answer is B.


Prompt:
This table shows the inventors of some popular toys.
Based on the table, what did Ruth Handler invent?
A. the Rubik's Cube
B. the Barbie doll

Inventors are people who come up with items or ideas that have never been made before.
Tables can be used to show information in a column. For example, a table can show the inventors of popular toys.
Look at the table.
The Rubik's Cube is a toy made by Ernő Rubik. The Barbie doll is a toy made by Ruth Handler. So, Ruth Handler invented the Barbie doll. The answer is B.


Prompt:
This event chain shows events from Peter and Wendy by J. M. Barrie.
Based on the event chain, when is Tinker Bell poisoned?
A. before Captain Hook captures the Lost Boys
B. after the Lost Boys fight the pirates

A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing. An event chain uses arrows to show the order of events. This event chain shows events from Peter and Wendy by J. M. Barrie.
Follow the arrows to see the order of events. The second event is The Lost Boys fight pirates at Mermaids' Lagoon. The event Tinker Bell is poisoned but survives happens later in the chain. So, Tinker Bell is poisoned after the Lost Boys fight the pirates. The answer is B.

before Captain Hook captures the Lost Boys


Prompt:
This picture shows an African elephant.
Complete the sentence.
The African elephant is the () land animal in the world.
A. smallest
B. largest

African elephants are the largest living land animals. A fully grown male African elephant can weigh up to 14,000 pounds. That's about as much as four small cars! The answer is B.


Prompt:
This image shows a Eurasian red squirrel.
Which trait does this red squirrel have?
A. It has a bushy tail.
B. It has fins.

The answer is A.


Prompt:
Imagine a school is facing a problem caused by flooding.
The lunchroom at Sunset Elementary School floods each year. When there is more than one inch of water on the ground outside, water flows under the doors and into the building. Dr. Rogers, the principal, wants to find a way to protect the lunchroom from flooding.
Select the time the lunchroom is most likely to flood.
A. when a river next to the school overflows
B. during a drought, when there is not much rain

A problem is a question that needs to be solved.
Before you can solve a problem, you need to figure out what caused it. This step is called investigating the problem.
When you investigate a problem, you collect information about what happened. This information might include observations, measurements, and calculations.
After you have collected enough information, you can put together a plan to solve the problem. This plan will include specific steps that need to be taken in order to solve the problem.
Imagine a flash flood hits a town. The cause of the flash flood is heavy rain.
To solve this problem, the town needs to find a way to reduce the amount of rain that falls into the streets. One possible solution is to build a storm drainage system.
First, the town needs to investigate the problem. This involves collecting information about how much rain falls in the town and which parts of town have the most rain.
The answer is A.

when a river next to the school overflows

during a drought, when there is not much rain


Prompt:
Read the text.
Butterflies and moths are easily mistaken for each other, but one distinction between them often appears during their pupal stage. When most butterfly caterpillars reach full size, they attach themselves to a leaf or other object and shed their skin a final time, forming a chrysalis, a hard, shell-like skin, which protects the pupa inside. The chrysalis may be dull and rough or shiny and smooth, usually blending into its surroundings. Most moth caterpillars, by contrast, create a cocoon to protect the pupa, rather than forming a chrysalis. The cocoons usually resemble hard silk pouches, but some moths also incorporate materials like hairs and twigs.
Which term matches the picture?
A. cocoon
B. chrysalis

A chrysalis is a hard, protective shell-like skin that forms around a butterfly pupa. It often hangs from a silk disk and blends into the environment around it. The answer is B.


Prompt:
Read the text.
Most animals need to maintain a body temperature within a narrow range. Endotherms, such as humans and other mammals, can regulate their temperatures internally. When the temperature of their surrounding environments changes, endotherms may shiver or sweat to keep their body temperatures within a normal range.
For ectotherms, by contrast, a change in the temperature of the surrounding environment will usually affect the animal's body temperature. Ectotherms often regulate their body temperatures by moving within their environments; for instance, a lizard will lie out in the sun to warm itself up.
Which term matches the picture?
A. endotherms
B. ectotherms

Endotherms regulate their temperature internally. Horses and other mammals are endotherms. On a hot day, horses can sweat to regulate their body temperature. The answer is A.


Prompt:
Read the text.
The properties of a light wave affect what we see. One property of a light wave is wavelength. Wavelength measures the distance between one crest to the next. The wavelength of light determines what color, if any, is visible to the human eye. The longest visible waves are red and the shortest visible waves are violet.
Another property of a light wave is amplitude. Amplitude refers to the distance between the middle of the wave and the point farthest from the center. This point is usually shown as the highest point on the wave, or the wave's crest. We perceive light waves with greater amplitude as being brighter.
Which term matches the picture?
A. amplitude
B. wavelength

The amplitude of a light wave refers to the distance between the middle of the wave and the point farthest from the center. This point is usually shown as the highest point on the wave, or the wave's crest. The answer is A.


Prompt:
Read the text.
Volcanic eruptions are classified by their appearance and their behavior. During a Hawaiian eruption, for example, lava is ejected from the volcano in a column. These jets can last for several hours or for days. The lava that flows from this type of eruption can often travel for miles before cooling and hardening.
A Strombolian eruption, on the other hand, occurs when lava erupts from the volcano in short-lived bursts that result in scattered sprays of lava. These bursts often resemble bright, exploding fireworks.
Which term matches the picture?
A. Hawaiian eruption
B. Strombolian eruption

The behavior of a volcano—how it looks and acts—helps to classify it. Scientists classify volcanoes into different types based on their eruptions. To decide which behavior goes with which type, look at the text and the picture.
The text tells you that lava erupts from a volcano in short-lived bursts in a Strombolian eruption. The picture shows a volcano with lava erupting in short-lived bursts. So, a Strombolian eruption has short-lived bursts of lava. The answer is B.


Prompt:
Read the text.
Flowering plants are commonly divided into two groups: monocots and dicots. They are distinguished by the number of cotyledons their seeds have‚Äîa cotyledon is an undeveloped leaf inside the seed. Monocot seeds have one cotyledon while dicot seeds have two. You can also tell mature monocots and dicots apart based on their leaves and flowers. Monocots' petals occur in multiples of three (e.g., three or six), and their leaves have parallel veins; dicots' petals occur in multiples of four or five, and their leaves have branched veins.
Which term matches the picture?
A. monocot
B. dicot

A monocot is a flowering plant that has seeds with one cotyledon. Its flower parts occur in multiples of three, and its leaves have parallel veins. The answer is A.


Prompt:
Read the text.
Heat transfer can occur in different ways. Two common ways are through conduction and convection. Conduction occurs when molecules from one object collide with molecules from another object. Burning your hand by touching a hot car door on a sunny summer day is an example of conduction.
Convection is another form of heat transfer. When a liquid or gas is heated, the heated matter rises upward, away from the heat source. Hot bubbles rising in a pot of water boiling on a stove is an example of convection.
Which term matches the picture?
A. conduction
B. convection

Convection is the movement of a liquid or gas away from a heat source. When water starts to boil, bubbles of hot gas rise through the water, moving away from the source of heat. The answer is B.


Prompt:
Read the text.
The stem of a plant contains different types of tissue. Two of these types are xylem and phloem. Xylem tissue carries water and nutrients from the roots of the plant to the leaves. Xylem moves materials in only one direction, up the plant's stem. Phloem tissue carries nutrients from the leaves to other parts of the plant. The nutrients in phloem tissue can move in two directions, either up or down the plant's stem.
Which term matches the picture?
A. phloem
B. xylem

Xylem moves water and nutrients from the roots of plants to the leaves. The materials in xylem move in only one direction. The answer is B.


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. fracture
B. cleavage

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


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. convex lens
B. concave lens

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


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. basket star
B. brittle star

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


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. prokaryotic cell
B. eukaryotic cell

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


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. obsidian
B. granite

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 B.


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. kinetic energy
B. potential energy

The text tells you that kinetic energy is the energy of a moving object. The rubber band has kinetic energy. It is moving, and it has energy that comes from moving. The answer is A.


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. echinoderm
B. cnidarian

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 B.


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. bilateral symmetry
B. radial 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 and it would still look the same on both sides. The answer is B.


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

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.
The north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.


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. Repel.
B. Attract.

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 B.


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

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


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

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 also have trouble with:
* Reading street signs
* Seeing faces of people or animals
* Watching TV or movies
Some places can be hard to navigate for people with low vision. They might get lost easily or take the wrong route. Crowded places can be hard for people with low vision. It is hard to walk through a crowded place when you can't see well. The answer is A.


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

People watch a movie at the cinema.
Look at the picture of the cinema.
The cinema is empty.
Will many people show up to watch the movie? It is hard to say. The answer is A.


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

Look at the picture of the train platform.
The train platform is crowded.
The people on the train platform are walking on each other. The answer is A.


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

Brightness is a measure of how bright or dark an image is.
A bright image is bright.
A dark image is dark.
Each image can be represented by a brightness value. The higher the brightness value, the brighter the image.
You can change the brightness of an image using software. For example, you can make a dark image brighter by increasing its brightness value. Look at the images.
The first image is brighter than the second image. The answer is A.


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

Brightness is a quality of light. Light can be bright or dim.
The brightness of a color depends on how much light is reflecting off of that color. Bright colors reflect more light than dark colors.
Look at the images.
Of the two images, the first image is brighter. The answer is A.


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

Brightness is a measure of how bright or dark an image is. Brightness depends on the amount of light that is entering the camera.
In the case of a camera, brightness also depends on the sensitivity of the camera's sensor. A sensor that is more sensitive will record details in both bright and dark scenes. This makes the sensor think that the image is either brighter or darker than it really is.
You can change the brightness of an image by changing these three things:
the amount of light that enters the camera
the sensitivity of the camera's sensor
the color of the image
Here are some examples of images with different brightness levels. The first image is the original image. The second image is the same image as the first, but its brightness has been changed.
The second image is brighter than the first image. You can tell because the colors in the second image are more brightful than the colors in the first image. The answer is B.


Prompt:
Which image is more brightful?
A. The first image
B. The second 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 clouds are also bright.
The second image is darker than the first image. The answer is B.


Prompt:
Which image is more brightful?
A. The first image
B. The second 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. For example, a bright image will have a light color. Dark images will have a dark color. Look at the colors in each image.
The second image is brighter than the first image. You can tell because the second image has a lighter color. The answer is B.


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


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

Brightness is a measure of how much light is coming from a image.
Darker images have lower brightness than lighter images.
The amount of brightness you use affects how clearly you can see details in an image. If an image is too dark, it may be hard to see details. The second image is brighter than the first image. The answer is B.


Prompt:
Which image is more brightful?
A. The first image
B. The second 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.
Both images have the same amount of information in them. The answer is A.


Prompt:
Which image is more brightful?
A. The first image
B. The second 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. The second image is more brightful. The values of the pixels in that image are higher than in the first image. The answer is B.


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


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

Brightness is a measure of how bright or dark an image is. Brightness affects how well you can see details in an image.
Darker images are lower in brightness, and lighter images are higher in brightness.
To change the brightness of an image, use the brightness command. This command takes a number as an argument. The number tells the computer how much to change the brightness.
For example, if you use a number less than 10, the image will become darker. If you use a number greater than 10, the image will become brighter. Look at the images.
The first image is brighter than the second image. You can tell because the first image has a higher brightness than the second image. The answer is A.


Prompt:
Which image is more brightful?
A. The first image
B. The second 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.
The first image is brighter. You can tell because the cowboy's hat and the horse's mane are both lighter than in the second image. The answer is A.


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

Brightness is a measure of how light or dark a color is.
A bright image is one in which the colors are light.
A dark image is one in which the colors are dark.
You can change the brightness of an image by changing the colors. To make an image brighter, add more light to the scene. To make an image darker, remove more light from the scene.
You can change the brightness of a color by changing how much white is in the color. White takes in all light. So, a color with more white will be brighter than a color with less white.
Red takes in less light than white. So, adding white to a color makes the color brighter.
Blue takes in more light than white. So, removing white from a color makes the color darker. The second image is brighter. The answer is B.


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

Brightness is a measure of how bright or dark an image is. Bright images are bright, and dark images are dark.
Different images can have the same brightness, even if they don't look the same. For example, a very bright image and a slightly bright image can look very different. The difference is that the slightly bright image is not as bright as the very bright image.
You can change the brightness of an image by changing how much light is coming into the camera. Outdoor pictures usually have more light than indoor pictures. The answer is A.


Prompt:
Which image is more brightful?
A. The first image
B. The second 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.
The brightness of a color is also affected by the intensity of light. Bright colors appear brighter when the intensity of light is high. Dark colors appear dimmer when the intensity of light is low.
You can change the brightness of a color by changing the intensity of light. You can also change the color itself. This change makes the color brighter or dimmer. The answer is B.


Prompt:
Which image is more brightful?
A. The first image
B. The second 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 brightness. Bright objects have high brightness. Dark objects have low brightness.
You can change the brightness of an object by changing the amount of light that hits it. An object will appear brighter when more light hits it. The second image is more brightful than the first image. The answer is B.


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

Brightness is a measure of how bright or dark an image is.
A bright image is contrasty. Its parts are either very light or very dark.
A dark image is low in contrast. Its parts are close in brightness. The second image is more brightful. The answer is B.


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


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

When you look at an image, you can tell if it is colorful or not.
A colorful image has many different colors in it.
The answer is A.


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

Look at the images.
The first image is colorful. The answer is A.


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

When you look at an image, you can often tell which image is more colorful by looking at the image on the left and right. The image on the left is the one that is more colorful.
To figure out why, look at the images.
The first image has more colorful things in it. The sailboat and the sunflower are both brightly colored.
The second image has a brightly colored sunflower, but the rest of the image is not as colorful. The answer is A.


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

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


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


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

When you look at an image, you can often tell which one is more colorful by looking at the colors in the image.
Look at the images.
The first image is more colorful. The answer is A.


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

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


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

Look at the images.
The second image has more color. The answer is B.


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

When you look at an image, you can often tell which colors are in it.
A colorful image has many colors.
A grayscale image has only shades of gray. The second image is more colorful. The answer is B.


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

When you look at an image, you can often tell which one is more colorful by looking at the colors in the image.
Look at the images.
Of the two images, the second one is more colorful. The answer is B.


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

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

People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The engineering-design process uses plans and models to evaluate how well a potential solution meets the design requirements. In this process, you can use models and plans to build a prototype, or a model of a possible solution. Then, you can test the prototype to see if it meets the design requirements.
For example, imagine that you need to design a bridge for a windy location. You decide to build a smaller prototype, or model, of a bridge. Then, you test the prototype in high winds.
By testing the prototype, you can see how well the bridge would perform in high winds. In this case, the prototype would show whether the bridge would move too much in high winds. This information can help you decide if the prototype meets the design requirements.
Tests can show how well one or more designs meet the requirements. Tests can also show how well a prototype or a model represents its final form. The answer is A.

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

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


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 dry, thin soil.
B. It has warm summers and mild winters.
C. It has a medium amount of rain.

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 following statement describes the Taklamakan Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has dry, thin soil. The following statements do not describe the Taklamakan Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has warm summers and mild winters. It has a medium amount of rain. The answer is A.


Prompt:
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
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 weaker in Pair 2.
C. The magnetic force is weaker in Pair 1.

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

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

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

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

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

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


Prompt:
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different 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 1.
B. The magnitude of the magnetic force is the same in both pairs.
C. The magnitude of the magnetic force is greater in Pair 2.

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 C.

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

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

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


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

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. Look at each object.
For each object, decide if it has that property.
A flexible object can be folded or bent without breaking easily. The silk tie is flexible, but the glass bottle is not.
A smooth object is not scratchy or rough. All three objects are smooth.
Blue is a color.
This color is blue. The silk tie is blue, but the glass bottle and the baseball bat are not.
The property that all three objects have in common is smooth. The answer is 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, 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 2.
B. The magnitude of the magnetic force is the same in both pairs.
C. The magnitude of the magnetic force is smaller in Pair 1.

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 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A.

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

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

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, but some of them are different shapes.
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
A. The magnitude of the magnetic force is smaller in Pair 2.
B. The magnitude of the magnetic force is smaller in Pair 1.
C. The magnitude of the magnetic force is the same in both pairs.

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 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is A.

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

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

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

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is 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 A.

The magnetic force is stronger in Pair 1.

The magnetic force is stronger in Pair 2.

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


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 A
B. neither; the samples have the same temperature
C. sample B

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 A.

neither; the samples have the same temperature


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

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 A.


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

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

neither; their concentrations are the same


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

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

neither; their concentrations are the same


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

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

neither; their concentrations are the same


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

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

neither; their concentrations are the same