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Question: What is the name of the colony shown?
Choices:
A. Maryland
B. Georgia
C. Tennessee
D. Delaware
Answer with the letter. | 3D
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Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.
Choices:
A. The magnitude of the magnetic force is greater in Pair 2.
B. The magnitude of the magnetic force is the same in both pairs.
C. The magnitude of the magnetic force is greater in Pair 1.
Answer with the letter. | 2C
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Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
Choices:
A. The magnitude of the magnetic force is the same in both pairs.
B. The magnitude of the magnetic force is smaller in Pair 2.
C. The magnitude of the magnetic force is smaller in Pair 1.
Answer with the letter. | 1B
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Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.
Question: Which continent is highlighted?
Choices:
A. Antarctica
B. South America
C. North America
D. Europe
Answer with the letter. | 1B
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Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of yellow particles?
Hint: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.
Choices:
A. Solution A
B. Solution B
C. neither; their concentrations are the same
Answer with the letter. | 1B
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Question: What is the capital of South Dakota?
Choices:
A. Sioux Falls
B. Helena
C. Rapid City
D. Pierre
Answer with the letter. | 3D
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Question: What is the name of the colony shown?
Choices:
A. Florida
B. New Jersey
C. Pennsylvania
D. Delaware
Answer with the letter. | 2C
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Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups.
Question: Which property do these three objects have in common?
Hint: Select the best answer.
Choices:
A. bumpy
B. colorful
C. stretchy
Answer with the letter. | 0A
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Question: Is Leopardus wiedii made up of many cells?
Hint: This organism is Leopardus wiedii. It is a member of the animal kingdom.
Leopardus wiedii is commonly called a margay. Margays live in the forest in Central and South America. Margays are nocturnal. A nocturnal animal sleeps most of the day and is awake at night.
Choices:
A. no
B. yes
Answer with the letter. | 1B
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Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
Question: Select the organism in the same genus as the great gray owl.
Hint: This organism is a great gray owl. Its scientific name is Strix nebulosa.
Choices:
A. Camelus dromedarius
B. Neofelis nebulosa
C. Strix varia
Answer with the letter. | 2C
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Question: What can Sharon and Ernesto trade to each get what they want?
Hint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Sharon and Ernesto open their lunch boxes in the school cafeteria. Neither Sharon nor Ernesto got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Sharon's lunch Ernesto's lunch
Choices:
A. Ernesto can trade his almonds for Sharon's tomatoes.
B. Sharon can trade her tomatoes for Ernesto's broccoli.
C. Ernesto can trade his broccoli for Sharon's oranges.
D. Sharon can trade her tomatoes for Ernesto's carrots.
Answer with the letter. | 1B
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Question: What is the capital of Washington?
Choices:
A. Denver
B. Olympia
C. Topeka
D. Des Moines
Answer with the letter. | 1B
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Question: What is the capital of North Dakota?
Choices:
A. Frankfort
B. Lincoln
C. Harrisburg
D. Bismarck
Answer with the letter. | 3D
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Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
Question: Select the organism in the same genus as the copperband butterflyfish.
Hint: This organism is a copperband butterflyfish. Its scientific name is Chelmon rostratus.
Choices:
A. Syngnathoides biaculeatus
B. Alopias pelagicus
C. Chelmon rostratus
Answer with the letter. | 2C
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Question: What can Austin and Victoria trade to each get what they want?
Hint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Austin and Victoria open their lunch boxes in the school cafeteria. Neither Austin nor Victoria got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Austin's lunch Victoria's lunch
Choices:
A. Victoria can trade her almonds for Austin's tomatoes.
B. Austin can trade his tomatoes for Victoria's broccoli.
C. Austin can trade his tomatoes for Victoria's carrots.
D. Victoria can trade her broccoli for Austin's oranges.
Answer with the letter. | 1B
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Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification.
Question: Select the reptile below.
Hint: Reptiles have scaly, waterproof skin. Most reptiles live on land. A box turtle is an example of a reptile.
Choices:
A. American alligator
B. manta ray
Answer with the letter. | 0A
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Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.
Question: Select the mammal below.
Hint: Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A giraffe is an example of a mammal.
Choices:
A. poison dart frog
B. fruit bat
C. manta ray
D. piranha
Answer with the letter. | 1B
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Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
Hint: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
Choices:
A. sample B
B. sample A
C. neither; the samples have the same temperature
Answer with the letter. | 0A
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Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.
Question: Look at the models of molecules below. Select the elementary substance.
Choices:
A. carbon tetrachloride
B. fluoromethanol
C. fluorine
Answer with the letter. | 2C
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Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.
Question: Which continent is highlighted?
Choices:
A. Australia
B. North America
C. South America
D. Asia
Answer with the letter. | 3D
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Lecture: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
Question: Which of these oceans does the prime meridian intersect?
Choices:
A. the Arctic Ocean
B. the Pacific Ocean
C. the Indian Ocean
Answer with the letter. | 0A
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Lecture: A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Question: Which material are these packing peanuts made of?
Choices:
A. styrofoam
B. concrete
Answer with the letter. | 0A
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Lecture: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.
Question: Which i in row B?
Choices:
A. the fire department
B. the grocery store
C. the police department
D. the gas station
Answer with the letter. | 0A
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Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
Question: Does this passage describe the weather or the climate?
Hint: Figure: Quito.
Quito is the capital of Ecuador. The winds there blow out of the northwest during the spring and summer each year.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Choices:
A. climate
B. weather
Answer with the letter. | 0A
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Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there
Question: Which statement describes the Gran Sabana ecosystem?
Hint: Figure: Gran Sabana.
The Gran Sabana is a savanna grassland ecosystem in southeastern Venezuela. This savanna has many flat-topped mountains called mesas.
Choices:
A. It has soil that is poor in nutrients.
B. It has a small amount of rain.
Answer with the letter. | 0A
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Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
Question: Which animal's skin is better adapted as a warning sign to ward off predators?
Hint: Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander.
Choices:
A. hawk moth
B. lionfish
Answer with the letter. | 1B
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Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
Question: Select the organism in the same species as the Burmese python.
Hint: This organism is a Burmese python. Its scientific name is Python bivittatus.
Choices:
A. Python reticulatus
B. Cervus canadensis
C. Python bivittatus
Answer with the letter. | 2C
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Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
Question: Which animal is also adapted to be camouflaged among dead leaves?
Hint: Fantastic leaf-tailed geckos live in tropical forests around the world. The is adapted to be camouflaged among dead leaves.
Figure: fantastic leaf-tailed gecko.
Choices:
A. snowy owl
B. plated leaf chameleon
Answer with the letter. | 1B
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Lecture: An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.
Question: Which is this organism's common name?
Hint: This organism is a Galapagos giant tortoise. It is also called Chelonoidis nigra.
Choices:
A. Galapagos giant tortoise
B. Chelonoidis nigra
Answer with the letter. | 0A
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Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
Question: Select the organism in the same species as the snowshoe hare.
Hint: This organism is a snowshoe hare. Its scientific name is Lepus americanus.
Choices:
A. Sciurus vulgaris
B. Erinaceus europaeus
C. Lepus americanus
Answer with the letter. | 2C
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Question: What is the capital of Utah?
Choices:
A. Salem
B. Salt Lake City
C. Provo
D. Helena
Answer with the letter. | 1B
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Question: Which of these cities is marked on the map?
Choices:
A. St. Louis
B. New Orleans
C. Houston
D. New York City
Answer with the letter. | 1B
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Question: What is the name of the colony shown?
Choices:
A. Delaware
B. Pennsylvania
C. Maryland
D. New Jersey
Answer with the letter. | 1B
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Lecture: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
Question: Which of these continents does the equator intersect?
Choices:
A. Australia
B. North America
C. Africa
Answer with the letter. | 2C
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Lecture: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
Question: Which of these continents does the equator intersect?
Choices:
A. North America
B. South America
C. Antarctica
Answer with the letter. | 1B
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Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of purple particles?
Hint: The diagram below is a model of two solutions. Each purple ball represents one particle of solute.
Choices:
A. Solution B
B. Solution A
C. neither; their concentrations are the same
Answer with the letter. | 0A
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Question: What is the capital of Louisiana?
Choices:
A. Montpelier
B. Lansing
C. Baton Rouge
D. Birmingham
Answer with the letter. | 2C
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Question: What can Finn and Tiana trade to each get what they want?
Hint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Finn and Tiana open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Finn wanted broccoli in his lunch and Tiana was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.
Choices:
A. Tiana can trade her almonds for Finn's tomatoes.
B. Finn can trade his tomatoes for Tiana's sandwich.
C. Tiana can trade her broccoli for Finn's oranges.
D. Finn can trade his tomatoes for Tiana's broccoli.
Answer with the letter. | 3D
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Question: What is the name of the colony shown?
Choices:
A. Connecticut
B. New Jersey
C. Kentucky
D. Virginia
Answer with the letter. | 0A
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Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.
Question: Which animal's feet are also adapted for digging?
Hint: s are found in parts of North America. They live in burrows and eat other animals that also live in burrows. The feet of the are adapted for digging.
Figure: American badger.
Choices:
A. Weddell seal
B. eastern mole
Answer with the letter. | 1B
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Lecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
Question: Which ocean is highlighted?
Choices:
A. the Southern Ocean
B. the Pacific Ocean
C. the Atlantic Ocean
D. the Arctic Ocean
Answer with the letter. | 2C
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Question: What is the name of the colony shown?
Choices:
A. Connecticut
B. New Hampshire
C. Massachusetts
D. Wisconsin
Answer with the letter. | 0A
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Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.
Question: Which animal's feet are also adapted for sticking to smooth surfaces?
Hint: s live in the rain forests of Indonesia. They spend most of their lives in trees. The feet of the are adapted to stick to the smooth surfaces of leaves.
Figure: Borneo eared frog.
Choices:
A. American alligator
B. tiger-striped leaf frog
Answer with the letter. | 1B
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Question: Which of these cities is marked on the map?
Choices:
A. Milwaukee
B. Omaha
C. Indianapolis
D. Cleveland
Answer with the letter. | 1B
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Question: What is the capital of Minnesota?
Choices:
A. Bismarck
B. Springfield
C. Saint Paul
D. Minneapolis
Answer with the letter. | 2C
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Lecture: A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
Question: Which of the following organisms is the secondary consumer in this food web?
Hint: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
Choices:
A. parasitic jaeger
B. snowy owl
C. brown lemming
Answer with the letter. | 0A
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Lecture: 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!
Question: Is baryte a mineral or a rock?
Hint: Baryte has the following properties:
not made by living things
yellow
fixed crystal structure
found in nature
solid
pure substance
Choices:
A. mineral
B. rock
Answer with the letter. | 0A
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Question: Which country is highlighted?
Choices:
A. Fiji
B. Nauru
C. Solomon Islands
D. Vanuatu
Answer with the letter. | 3D
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Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
Hint: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
Choices:
A. neither; the samples have the same temperature
B. sample B
C. sample A
Answer with the letter. | 2C
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Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
Hint: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
Choices:
A. sample B
B. neither; the samples have the same temperature
C. sample A
Answer with the letter. | 2C
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Question: What is the capital of North Carolina?
Choices:
A. Little Rock
B. Oklahoma City
C. Raleigh
D. Charlotte
Answer with the letter. | 2C
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Lecture: 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?
Question: Identify the question that Camille's experiment can best answer.
Hint: The passage below describes an experiment. Read the passage and then follow the instructions below.
Camille planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Camille added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Camille counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.
Choices:
A. Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?
B. Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?
Answer with the letter. | 1B
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Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
Question: Which animal's skin is also adapted for survival in cold places?
Hint: s live in the Canadian Arctic and Greenland. The 's skin is adapted to help the animal survive in cold places.
Figure: Arctic hare.
Choices:
A. fantastic leaf-tailed gecko
B. polar bear
Answer with the letter. | 1B
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Question: Which country is highlighted?
Choices:
A. the Marshall Islands
B. Samoa
C. Tuvalu
D. Kiribati
Answer with the letter. | 3D
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Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
Question: Which of the following could Jen's test show?
Hint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Wind turbines use wind power to produce electricity. Jen was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Jen created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.
Choices:
A. how much the new turbine would weigh
B. whether the new turbine could produce 10% more electricity
C. if the new turbine could turn easily
Answer with the letter. | 1B
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Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
Question: Which of these states is farthest south?
Choices:
A. Colorado
B. New York
C. Iowa
D. Tennessee
Answer with the letter. | 3D
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Question: What can Reggie and Wendy trade to each get what they want?
Hint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Reggie and Wendy open their lunch boxes in the school cafeteria. Neither Reggie nor Wendy got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Reggie's lunch Wendy's lunch
Choices:
A. Reggie can trade his tomatoes for Wendy's carrots.
B. Wendy can trade her almonds for Reggie's tomatoes.
C. Wendy can trade her broccoli for Reggie's oranges.
D. Reggie can trade his tomatoes for Wendy's broccoli.
Answer with the letter. | 3D
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Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.
Question: Is vinegar a solid, a liquid, or a gas?
Choices:
A. a liquid
B. a solid
C. a gas
Answer with the letter. | 0A
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Lecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
Question: Which ocean is highlighted?
Choices:
A. the Southern Ocean
B. the Pacific Ocean
C. the Atlantic Ocean
D. the Arctic Ocean
Answer with the letter. | 0A
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Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
Question: Which bird's beak is also adapted to tear through meat?
Hint: Turkey vultures are scavengers. They find and eat the bodies of dead animals. The shape of the 's beak is adapted to tear through meat.
Figure: turkey vulture.
Choices:
A. bufflehead
B. red-tailed hawk
Answer with the letter. | 1B
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Lecture: 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?
Question: Identify the question that Neil's experiment can best answer.
Hint: The passage below describes an experiment. Read the passage and then follow the instructions below.
Neil used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Neil recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Neil compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.
Choices:
A. Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?
B. Can pennies hold more drops of pure water or water mixed with hand soap?
Answer with the letter. | 1B
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Question: What is the capital of Missouri?
Choices:
A. Jefferson City
B. Indianapolis
C. Bismarck
D. Springfield
Answer with the letter. | 0A
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Lecture: The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.
Question: Which trait did Glyphithyreus have? Select the trait you can observe on the fossil.
Hint: This picture shows a fossil of an ancient animal called Glyphithyreus.
Glyphithyreus fossils have been found in rocks that are more than 30,000,000 years old.
Choices:
A. long, thin antennae
B. red legs with orange tips
C. eight legs and two claws
D. hair on its body and legs
Answer with the letter. | 2C
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Lecture: A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
Question: Which of these organisms contains matter that was once part of the bilberry?
Hint: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
Choices:
A. collared lemming
B. grizzly bear
Answer with the letter. | 1B
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Question: What is the capital of Maine?
Choices:
A. Portland
B. Augusta
C. Cambridge
D. Annapolis
Answer with the letter. | 1B
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Lecture: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes
Question: Is Fromia monilis made up of one cell?
Hint: This organism is Fromia monilis. It is a member of the animal kingdom.
Fromia monilis is commonly called a tile sea star. Did you notice that this tile sea star is missing one of its arms? If a tile sea star loses an arm, it can regrow the arm over time. This ability is called regeneration.
Choices:
A. yes
B. no
Answer with the letter. | 1B
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Lecture: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
Question: Which of these oceans does the prime meridian intersect?
Choices:
A. the Indian Ocean
B. the Pacific Ocean
C. the Arctic Ocean
Answer with the letter. | 2C
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Lecture: 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?
Question: Identify the question that Vicky's experiment can best answer.
Hint: The passage below describes an experiment. Read the passage and then follow the instructions below.
Vicky planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Vicky watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.
Choices:
A. Do radish plants grown under bright light have more leaves than radish plants grown under dim light?
B. Do radishes grown under bright light get bigger than radishes grown under dim light?
Answer with the letter. | 1B
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Lecture: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.
Question: Which i in column 4?
Choices:
A. the fire department
B. the library
C. the gas station
D. the grocery store
Answer with the letter. | 2C
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Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
Question: Does this passage describe the weather or the climate?
Hint: Figure: Chad.
Chad is a country in northern Africa. A high temperature of 43°C was recorded there last summer.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
Choices:
A. climate
B. weather
Answer with the letter. | 1B
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Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.
Question: Is a paper clip a solid, a liquid, or a gas?
Choices:
A. a solid
B. a liquid
C. a gas
Answer with the letter. | 0A
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Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
Question: Select the organism in the same genus as the Eurasian beaver.
Hint: This organism is a Eurasian beaver. Its scientific name is Castor fiber.
Choices:
A. Hystrix cristata
B. Macropus agilis
C. Castor fiber
Answer with the letter. | 2C
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Lecture: Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
| F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.
Question: What is the probability that a pea plant produced by this cross will have a tall stem?
Hint: In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele for a short stem (h) is recessive to the allele for a tall stem (H).
This Punnett square shows a cross between two pea plants.
Choices:
A. 0/4
B. 2/4
C. 4/4
D. 3/4
E. 1/4
Answer with the letter. | 1B
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Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
Hint: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
Choices:
A. sample B
B. neither; the samples have the same temperature
C. sample A
Answer with the letter. | 1B
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Lecture: A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
Question: Is the following statement about our solar system true or false?
The volume of Neptune is less than 75% of the volume of Uranus.
Hint: Use the data to answer the question below.
Choices:
A. false
B. true
Answer with the letter. | 0A
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Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
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.
Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
Hint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
Choices:
A. The magnetic force is weaker in Pair 1.
B. The strength of the magnetic force is the same in both pairs.
C. The magnetic force is weaker in Pair 2.
Answer with the letter. | 1B
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Question: What is the name of the colony shown?
Choices:
A. New Hampshire
B. Maryland
C. North Carolina
D. South Carolina
Answer with the letter. | 3D
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Question: What is the name of the colony shown?
Choices:
A. Rhode Island
B. Kentucky
C. Florida
D. Connecticut
Answer with the letter. | 0A
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Question: Which country is highlighted?
Choices:
A. Fiji
B. Solomon Islands
C. Papua New Guinea
D. the Marshall Islands
Answer with the letter. | 1B
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Lecture: A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
Question: In this food web, which organism contains matter that eventually moves to the bolete fungus?
Hint: Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
Choices:
A. persimmon tree
B. parasol fungus
C. black bear
Answer with the letter. | 0A
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Lecture: When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
Question: Look at the picture. Which word best describes the sound this clock makes?
Choices:
A. purring
B. splashing
C. ringing
Answer with the letter. | 2C
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Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
Question: Which animal's skin is better adapted as a warning sign to ward off predators?
Hint: Opalescent nudibranchs have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.
Figure: opalescent nudibranch.
Choices:
A. sharpnose-puffer
B. lechwe
Answer with the letter. | 0A
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Lecture: Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
Producers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.
Consumers eat other organisms. Consumers cannot make their own food.
Question: In this food chain, the midge larva is a consumer. Why?
Hint: This diagram shows a food chain from the River Frome, a freshwater ecosystem in England.
Choices:
A. It makes its own food.
B. It eats another organism.
Answer with the letter. | 1B
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Lecture: An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.
Question: Which is this organism's scientific name?
Hint: This organism is Cassiopea andromeda. It is also called an upside-down jellyfish.
Choices:
A. Cassiopea andromeda
B. upside-down jellyfish
Answer with the letter. | 0A
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Question: What is the capital of Oklahoma?
Choices:
A. Oklahoma City
B. Atlanta
C. Montgomery
D. Tulsa
Answer with the letter. | 0A
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Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
Question: Which property matches this object?
Hint: Select the better answer.
Choices:
A. scratchy
B. slippery
Answer with the letter. | 1B
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Question: Which country is highlighted?
Choices:
A. The Bahamas
B. Dominica
C. Jamaica
D. the Dominican Republic
Answer with the letter. | 1B
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Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
Question: Which animal's skin is better adapted as a warning sign to ward off predators?
Hint: Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander.
Choices:
A. impala
B. Spanish shawl nudibranch
Answer with the letter. | 1B
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Lecture: 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?
Question: Identify the question that Donald's experiment can best answer.
Hint: The passage below describes an experiment. Read the passage and then follow the instructions below.
Donald set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Donald watched cardinals visiting the feeders during the same hour each morning. During his observations, Donald counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.
Choices:
A. Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?
B. Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?
Answer with the letter. | 1B
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Lecture: In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.
Question: Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.
Hint: The diagram below shows a solution with one solute. Each solute particle is represented by a 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.
Choices:
A. to the right than to the left
B. to the left than to the right
Answer with the letter. | 1B
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Question: What is the name of the colony shown?
Choices:
A. Vermont
B. New York
C. Connecticut
D. Virginia
Answer with the letter. | 1B
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Lecture: 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.
Question: Which of the following was an independent variable in this experiment?
Hint: The passage below describes an experiment. Read the passage and think about the variables that are described.
Michelle was learning to bake bread at home. Her first few batches of dough did not rise, or expand, as much as they should have. Michelle's mother noted that the kitchen was cold and suggested that the dough might not be warm enough to rise.
Michelle decided to test her mother's suggestion. She made a large batch of dough and divided it into six equal-sized balls. Then, she put each ball into a bowl. She left three bowls on the counter in the kitchen, where the temperature was 63°F. She left the other three bowls on her desk in her upstairs bedroom, where the temperature was 80°F. After one hour, Michelle measured the size of each dough ball.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: bread dough left in a bowl to rise.
Choices:
A. the size of each dough ball
B. the temperature where the dough was left to rise
Answer with the letter. | 1B
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Question: What is the capital of Arizona?
Choices:
A. Tucson
B. Cheyenne
C. Carson City
D. Phoenix
Answer with the letter. | 3D
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Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
Question: Which solution has a higher concentration of blue particles?
Hint: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.
Choices:
A. Solution A
B. neither; their concentrations are the same
C. Solution B
Answer with the letter. | 2C
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Question: Which country is highlighted?
Choices:
A. Australia
B. the Marshall Islands
C. Papua New Guinea
D. New Zealand
Answer with the letter. | 2C
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Question: What is the name of the colony shown?
Choices:
A. Connecticut
B. New York
C. Massachusetts
D. Tennessee
Answer with the letter. | 2C
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Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
Question: Which of the following could Elise and Myra's test show?
Hint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Elise and Myra 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.
Choices:
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
Answer with the letter. | 1B
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Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
Question: Which of these states is farthest north?
Choices:
A. West Virginia
B. Tennessee
C. Florida
D. Louisiana
Answer with the letter. | 0A
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Lecture: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
Question: Which of these continents does the prime meridian intersect?
Choices:
A. Africa
B. Australia
C. South America
Answer with the letter. | 0A
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Question: What is the capital of North Dakota?
Choices:
A. Little Rock
B. Fargo
C. Bismarck
D. Grand Rapids
Answer with the letter. | 2C
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