GY2233/lmms-ScienceQA-IMG · Datasets at Hugging Face

images images listlengths 1 1	problem stringlengths 78 2.26k	answer stringclasses 5 values
	<image>Context: This organism is a purple heron. Its scientific name is Ardea purpurea. Question: Select the organism in the same species as the purple heron. Options: A. Ardea purpurea B. Ardea alba C. Acanthaster planci	A
	<image>Context: This passage describes the pod shape trait in pea plants: Pea plants protect their seeds in pouch-like cases called pods. Some pea plants grow inflated pods, which are smooth. Other pea plants grow constricted pods, which are bumpy. In a group of pea plants, some individuals have inflated pods and others have constricted pods. In this group, the gene for the pod shape trait has two alleles. The allele for inflated pods (D) is dominant over the allele for constricted pods (d). This Punnett square shows a cross between two pea plants. Question: What is the probability that a pea plant produced by this cross will be homozygous recessive for the pod shape gene? Options: A. 0/4 B. 3/4 C. 2/4 D. 1/4 E. 4/4	A
	<image>Question: What is the capital of Kansas? Options: A. Kansas City B. Wichita C. Topeka D. Santa Fe	C
	<image>Question: Which of these states is farthest north? Options: A. Arkansas B. Kentucky C. Arizona D. Alabama	B
	<image>Question: What is the capital of Nevada? Options: A. Carson City B. Olympia C. Nampa D. Tallahassee	A
	<image>Question: Which of these states is farthest east? Options: A. Iowa B. California C. Idaho D. North Dakota	A
	<image>Question: Which of these states is farthest south? Options: A. Michigan B. New York C. North Dakota D. California	D
	<image>Question: Which of these cities is marked on the map? Options: A. Minneapolis B. Indianapolis C. Detroit D. Omaha	B
	<image>Question: What is the capital of Vermont? Options: A. Montpelier B. Burlington C. Salem D. Boston	A
	<image>Question: Which country is highlighted? Options: A. Saint Lucia B. Haiti C. Saint Vincent and the Grenadines D. Barbados	B
	<image>Question: What is the capital of Wyoming? Options: A. Lincoln B. Cheyenne C. Frankfort D. Salt Lake City	B
	<image>Context: 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. Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true? Options: A. The magnitude of the magnetic force is greater in Pair 2. B. The magnitude of the magnetic force is greater in Pair 1. C. The magnitude of the magnetic force is the same in both pairs.	B
	<image>Context: This picture shows a fossil of an ancient animal called Ursus spelaeus. Ursus spelaeus went extinct about 24,000 years ago. Many Ursus spelaeus fossils have been found in caves. Question: Which trait did Ursus spelaeus have? Select the trait you can observe on the fossil. Options: A. front and back legs B. rounded ears C. brown fur covering most of its body	A
	<image>Context: This continuum scale shows some famous characters from folktales. Question: Based on the continuum scale, who is meaner than Rumpelstiltskin? Options: A. Goldilocks B. the Big Bad Wolf	B
	<image>Context: The passage below describes an experiment. Read the passage and then follow the instructions below. Edwin mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Edwin used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon. Figure: flasks of liquid for growing bacteria. Question: Identify the question that Edwin's experiment can best answer. Options: A. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon? B. Does temperature affect how much bacteria can grow in liquid?	A
	<image>Context: The model below represents a molecule of hydrogen. Hydrogen gas was once used to make large airships, such as blimps, float. It is no longer used in airships because it catches fire easily. Question: Complete the statement. Hydrogen is (). Options: A. an elementary substance B. a compound	A
	<image>Context: A boat applies a force to a water skier. She follows the boat as it moves on the water. Question: Which type of force from the boat causes the water skier to move across the water? Options: A. pull B. push	A
	<image>Question: Look at the models of molecules below. Select the elementary substance. Options: A. carbon tetrachloride B. fluoromethanol C. fluorine	C
	<image>Context: Figure: Sahara Desert. The Sahara Desert covers a large part of northern Africa. It does not get much rainfall 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. Question: Does this passage describe the weather or the climate? Options: A. climate B. weather	A
	<image>Context: People use mint plants for food. Photosynthesis makes food for the plant. We usually eat the part of the plant that does most of the photosynthesis. Question: Which part of the mint plant do we usually eat? Options: A. the seeds B. the leaves C. the fruit	B
	<image>Context: This organism is a lion's mane jellyfish. Its scientific name is Cyanea capillata. Question: Select the organism in the same species as the lion's mane jellyfish. Options: A. Aurelia aurita B. Cyanea capillata C. Aequorea victoria	B
	<image>Question: Which country is highlighted? Options: A. the Marshall Islands B. Papua New Guinea C. Palau D. the Federated States of Micronesia	D
	<image>Context: Read the passage and look at the picture. The Karakoram Range is a mountain range that extends into Afghanistan, China, India, Pakistan, and Tajikistan. This range has many tall mountains, including K2, the second-tallest peak on Earth. K2 rises 8,611 meters above sea level. The Karakoram Range formed as the Indo-Australian Plate moved toward and collided with the Eurasian Plate. Question: Complete the sentence. The Karakoram Range formed at a () boundary. Options: A. divergent B. transform C. convergent	C
	<image>Context: 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. Question: Which of these organisms contains matter that was once part of the bilberry? Options: A. collared lemming B. earthworm C. lichen D. bear sedge	B
	<image>Question: What is the capital of Kansas? Options: A. Kansas City B. Wichita C. Columbus D. Topeka	D
	<image>Context: Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes. Question: During this time, thermal energy was transferred from () to (). Options: A. each refrigerator . . . the surroundings B. the surroundings . . . each refrigerator	B
	<image>Question: What is the capital of Oregon? Options: A. Boise B. Salem C. Portland D. Juneau	B
	<image>Question: Which continent is highlighted? Options: A. South America B. Australia C. Africa D. North America	D
	<image>Context: 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. Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? Options: A. sample B B. sample A C. neither; the samples have the same temperature	A
	<image>Context: Read the text about passenger pigeons. Imagine the year 1800. The sky roars with a great clamor, like the sound of a thousand trains. The daytime sky becomes dark as sunlight is blotted out. Is it a terrible thunderstorm? No, it's actually a flock of thousands of passenger pigeons zooming overhead! Hundreds of years ago, there were three to five billion passenger pigeons in America, and the incredible sight of a flock's flight was a regular event. Sadly, passenger pigeons are extinct. None are left today. Passenger pigeons were a migratory bird. Migratory birds move about from season to season searching for places to nest and feed. The passenger pigeon migration ranged from Canada all the way to Texas and Florida. During a migration, thousands of birds would fly together from morning to night for several days. People reported seeing flocks as large as a mile wide! The migrations took place in spring and fall, when warmer weather brought forests to life with fresh food sources like nuts, seeds, berries, and insects. At first, it seemed as though passenger pigeons were an endless supply of tasty meat. When a massive flock passed by, hunters could easily catch a few passenger pigeons without affecting the others. But later, hunters would travel to find nesting sites. A passenger pigeon nesting site might contain over one million birds. The birds usually nested close together, and hunters found them to be easy targets. Eventually this overhunting destroyed the pigeon population. The last known passenger pigeon in the world died at the Cincinnati Zoological Garden in 1914. The pigeon, named Martha, was twenty-nine years old. Although the extinction of the passenger pigeon is a terrible loss, it did have one happy result: it pushed people to create wildlife protection laws to protect other creatures from a similar fate. Question: Based on the text, which of the following things made the passenger pigeon migration a special event? Options: A. The migration caused warmer weather and forest growth. B. Only people in Florida and Texas could see the migration. C. The migration only happened every one hundred years. D. The sun was blocked out by huge flocks of birds.	D
	<image>Question: Which continent is highlighted? Options: A. Australia B. Europe C. Africa D. Antarctica	B
	<image>Context: The passage below describes an experiment. Read the passage and then follow the instructions below. Terrence mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Terrence used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon. Figure: flasks of liquid for growing bacteria. Question: Identify the question that Terrence's experiment can best answer. Options: A. Does temperature affect how much bacteria can grow in liquid? B. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?	B
	<image>Context: 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. Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true? Options: A. The magnitude of the magnetic force is the same in both pairs. B. The magnitude of the magnetic force is smaller in Pair 1. C. The magnitude of the magnetic force is smaller in Pair 2.	B
	<image>Context: The passage below describes an experiment. Read the passage and then follow the instructions below. Cameron 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. Cameron 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. Cameron 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. Question: Identify the question that Cameron's experiment can best answer. Options: 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?	B
	<image>Context: 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. Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true? Options: A. The strength of the magnetic force is the same in both pairs. B. The magnetic force is stronger in Pair 2. C. The magnetic force is stronger in Pair 1.	A
	<image>Question: Is a tooth a solid, a liquid, or a gas? Options: A. a solid B. a liquid C. a gas	A
	<image>Context: Amphibians have moist skin and begin their lives in water. A gray tree frog is an example of an amphibian. Question: Select the amphibian below. Options: A. European green toad B. woodpecker	A
	<image>Question: What is the capital of Kentucky? Options: A. Louisville B. Columbia C. Frankfort D. Richmond	C
	<image>Context: The passage below describes an experiment. On winter mornings, Lucia had to scrape the ice off of the windshield and side mirrors of her car. Her friend told her that she should cover her side mirrors with plastic bags overnight to stop ice from forming. One winter night, Lucia secured a plastic bag over one of the side mirrors on her car. She left the other side mirror uncovered. In the morning, she checked the percentage of each mirror that was covered by ice. Lucia repeated this test every night for one week, alternating which mirror she covered each night. Figure: a side mirror covered in ice. Question: In this experiment, which were part of a control group? Options: A. the uncovered side mirrors B. the covered side mirrors	A
	<image>Context: 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. Lacey and Rose open their lunch boxes in the school cafeteria. Neither Lacey nor Rose 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. Lacey's lunch Rose's lunch Question: What can Lacey and Rose trade to each get what they want? Options: A. Rose can trade her broccoli for Lacey's oranges. B. Lacey can trade her tomatoes for Rose's carrots. C. Lacey can trade her tomatoes for Rose's broccoli. D. Rose can trade her almonds for Lacey's tomatoes.	C
	<image>Context: Birds have feathers, two wings, and a beak. A penguin is an example of a bird. Question: Select the bird below. Options: A. poison dart frog B. peregrine falcon	B
	<image>Question: Which country is highlighted? Options: A. Fiji B. Nauru C. Solomon Islands D. Vanuatu	D
	<image>Question: Which ocean is highlighted? Options: A. the Indian Ocean B. the Arctic Ocean C. the Pacific Ocean D. the Atlantic Ocean	B
	<image>Question: Which state is highlighted? Options: A. Rhode Island B. New York C. Vermont D. Maine	A
	<image>Question: Which of these states is farthest east? Options: A. North Dakota B. Idaho C. California D. New Mexico	A
	<image>Question: What is the name of the colony shown? Options: A. Tennessee B. New Hampshire C. Michigan D. Maine	B
	<image>Question: Which country is highlighted? Options: A. Fiji B. Solomon Islands C. Palau D. the Marshall Islands	B
	<image>Question: Which country is highlighted? Options: A. New Zealand B. Papua New Guinea C. Palau D. Australia	A
	<image>Context: Red-eyed tree frogs live in the rain forests of Central America. They spend most of their lives in trees. The feet of the tree frog are adapted to stick to the smooth surfaces of leaves. Figure: red-eyed tree frog. Question: Which animal's feet are also adapted for sticking to smooth surfaces? Options: A. Madagascar day gecko B. American alligator	A
	<image>Context: Read the first part of the passage about grasshoppers. Grasshoppers have many ways to stay safe. They are great jumpers. They can fly, too. Grasshoppers use their back legs to jump into the air. Their back legs are big. So, grasshoppers can jump high and far. Then, they can fly away. Question: Complete the sentence. Grasshoppers can () to stay safe. Options: A. jump and fly B. get smaller C. change colors	A
	<image>Question: Which ocean is highlighted? Options: A. the Southern Ocean B. the Atlantic Ocean C. the Arctic Ocean D. the Indian Ocean	D
	<image>Question: What is the capital of Arizona? Options: A. Tucson B. Santa Fe C. Phoenix D. Carson City	C
	<image>Context: 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. Ruth and Alexandra 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. Question: Which of the following could Ruth and Alexandra's test show? Options: 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	B
	<image>Context: Mammals have hair or fur and feed their young milk. A giraffe is an example of a mammal. Question: Select the mammal below. Options: A. rabbit B. woodpecker	A
	<image>Context: Select the best answer. Question: Which property do these three objects have in common? Options: A. translucent B. sour C. transparent	B
	<image>Context: 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. Kayla and Janet open their lunch boxes in the school cafeteria. Neither Kayla nor Janet 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. Kayla's lunch Janet's lunch Question: What can Kayla and Janet trade to each get what they want? Options: A. Kayla can trade her tomatoes for Janet's carrots. B. Kayla can trade her tomatoes for Janet's broccoli. C. Janet can trade her broccoli for Kayla's oranges. D. Janet can trade her almonds for Kayla's tomatoes.	B
	<image>Question: What is the capital of Virginia? Options: A. Topeka B. Arlington C. Austin D. Richmond	D
	<image>Context: This organism is Myrmarachne maxillosa. It is a member of the animal kingdom. Myrmarachne maxillosa is a spider. But its body shape mimics, or copies, the shape of an ant. Mimicking an ant helps M. maxillosa avoid predators that eat spiders. You can tell that M. maxillosa is a spider by counting its legs. Spiders have eight legs, and ants have just six. Question: Does Myrmarachne maxillosa have cells that have a nucleus? Options: A. yes B. no	A
	<image>Question: What is the capital of Mississippi? Options: A. Boise B. Biloxi C. Jackson D. Billings	C
	<image>Question: What is the capital of California? Options: A. Los Angeles B. Sacramento C. Olympia D. Trenton	B
	<image>Context: This organism is a western crowned pigeon. Its scientific name is Goura cristata. Question: Select the organism in the same genus as the western crowned pigeon. Options: A. Lonicera japonica B. Hystrix cristata C. Goura cristata	C
	<image>Context: 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. Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true? Options: 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.	B
	<image>Context: 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. Nina and Estelle open their lunch boxes in the school cafeteria. Neither Nina nor Estelle 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. Nina's lunch Estelle's lunch Question: What can Nina and Estelle trade to each get what they want? Options: A. Estelle can trade her broccoli for Nina's oranges. B. Estelle can trade her almonds for Nina's tomatoes. C. Nina can trade her tomatoes for Estelle's broccoli. D. Nina can trade her tomatoes for Estelle's carrots.	C
	<image>Context: 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. Amanda and Leroy open their lunch boxes in the school cafeteria. Neither Amanda nor Leroy 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. Amanda's lunch Leroy's lunch Question: What can Amanda and Leroy trade to each get what they want? Options: A. Leroy can trade his broccoli for Amanda's oranges. B. Amanda can trade her tomatoes for Leroy's broccoli. C. Leroy can trade his almonds for Amanda's tomatoes. D. Amanda can trade her tomatoes for Leroy's carrots.	B
	<image>Context: 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. Dakota was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Dakota wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well. So, Dakota put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards. Figure: a drone without blade guards. Question: Which of the following could Dakota's test show? Options: A. if the blade guards would break in a crash B. how much the drone weighed with the blade guards C. if adding the blade guards made the drone fly poorly	C
	<image>Question: Which state is highlighted? Options: A. Washington B. New Mexico C. California D. Alaska	B
	<image>Question: What is the capital of Mississippi? Options: A. Jefferson City B. Jackson C. Colorado Springs D. Honolulu	B
	<image>Question: What is the capital of Mississippi? Options: A. Jackson B. Little Rock C. Biloxi D. Austin	A
	<image>Context: The diagram below shows a solution with one solute. Each solute particle is represented by a green 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. 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. Options: A. to the right than to the left B. to the left than to the right	B
	<image>Context: Use the graph to answer the question below. Question: Which month is the wettest on average in Christchurch? Options: A. May B. December C. April	A
	<image>Context: The diagram below is a model of two solutions. Each pink ball represents one particle of solute. Question: Which solution has a higher concentration of pink particles? Options: A. Solution B B. Solution A C. neither; their concentrations are the same	B
	<image>Context: This diagram shows fossils in an undisturbed sedimentary rock sequence. Question: Which of the following fossils is older? Select the more likely answer. Options: A. crocodile egg B. fern	B
	<image>Context: 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. Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true? Options: A. The magnetic force is weaker in Pair 2. B. The magnetic force is weaker in Pair 1. C. The strength of the magnetic force is the same in both pairs.	C
	<image>Question: Which continent is highlighted? Options: A. Australia B. Asia C. Africa D. Antarctica	D
	<image>Context: Figure: Bering Land Bridge National Preserve. Bering Land Bridge National Preserve is a tundra ecosystem in western Alaska. The preserve is home to herds of caribou, muskoxen, and reindeer. Question: Which statement describes the Bering Land Bridge National Preserve ecosystem? Options: A. It has warm summers and cool winters. B. It has many evergreen trees. C. It has long, cold winters and short, cool summers.	C
	<image>Question: What is the capital of Rhode Island? Options: A. Trenton B. Montpelier C. Providence D. Newport	C
	<image>Context: The passage below describes an experiment. Read the passage and then follow the instructions below. Olivia 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 Jayce timed each ride. Olivia and Jayce 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. Question: Identify the question that Olivia and Jayce's experiment can best answer. Options: A. Does Olivia'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? B. Does Olivia's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?	A
	<image>Question: What is the capital of Oregon? Options: A. Salem B. Salt Lake City C. Portland D. Providence	A
	<image>Context: Select the best answer. Question: Which property do these three objects have in common? Options: A. translucent B. sweet C. rough	A
	<image>Context: 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. Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true? Options: A. The magnitude of the magnetic force is smaller in Pair 1. B. The magnitude of the magnetic force is smaller in Pair 2. C. The magnitude of the magnetic force is the same in both pairs.	C
	<image>Context: This bubble map shows information about different kinds of marsupials. Question: Based on the bubble map, which statement is true? Options: A. Kangaroos eat grass. B. Kangaroos sleep during the day.	A
	<image>Context: Two magnets are placed as shown. Question: Will these magnets attract or repel each other? Options: A. repel B. attract	B
	<image>Question: Which continent is highlighted? Options: A. Australia B. South America C. North America D. Europe	B
	<image>Context: 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. Clara and Harry open their lunch boxes in the school cafeteria. Neither Clara nor Harry 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. Clara's lunch Harry's lunch Question: What can Clara and Harry trade to each get what they want? Options: A. Harry can trade his almonds for Clara's tomatoes. B. Clara can trade her tomatoes for Harry's carrots. C. Harry can trade his broccoli for Clara's oranges. D. Clara can trade her tomatoes for Harry's broccoli.	D
	<image>Question: What is the capital of Minnesota? Options: A. Madison B. Saint Paul C. Minneapolis D. Columbus	B
	<image>Question: What is the capital of Missouri? Options: A. Indianapolis B. Jefferson City C. Kansas City D. Little Rock	B
	<image>Question: What is the capital of Louisiana? Options: A. Baton Rouge B. Austin C. Boston D. Nampa	A
	<image>Question: What is the name of the colony shown? Options: A. Wisconsin B. Tennessee C. Connecticut D. New Jersey	C
	<image>Context: The model below represents a molecule of ethane. Ethane is used to make plastic bags. Question: Complete the statement. Ethane is (). Options: A. an elementary substance B. a compound	B
	<image>Question: What is the capital of Washington? Options: A. Louisville B. Seattle C. Olympia D. Spokane	C
	<image>Context: The passage below describes an experiment. Read the passage and then follow the instructions below. Kendrick mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Kendrick used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon. Figure: flasks of liquid for growing bacteria. Question: Identify the question that Kendrick's experiment can best answer. Options: A. Does temperature affect how much bacteria can grow in liquid? B. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?	B
	<image>Context: 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. Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? Options: A. sample B B. neither; the samples have the same temperature C. sample A	C
	<image>Context: The map below shows air temperatures in the lower atmosphere on March 19, 2017. The outlined area shows an air mass that influenced weather in Asia on that day. Look at the map. Then, answer the question below. Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division Question: Which air temperature was measured within the outlined area shown? Options: A. 5°C B. -10°C C. 0°C	B
	<image>Context: Reptiles have scaly, waterproof skin. Most reptiles live on land. Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment. A box turtle is an example of a reptile. Question: Select the reptile below. Options: A. Nile crocodile B. sea otter C. arroyo toad D. leafy seadragon	A
	<image>Question: Which material is this table made of? Options: A. asphalt B. metal	B
	<image>Question: What is the capital of Maryland? Options: A. Juneau B. Augusta C. Annapolis D. Providence	C
	<image>Question: What is the capital of New Hampshire? Options: A. Helena B. Concord C. Nashville D. Trenton	B
	<image>Question: What is the capital of Maine? Options: A. Charleston B. Portland C. Hartford D. Augusta	D
	<image>Context: 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. Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true? Options: A. The strength of the magnetic force is the same in both pairs. B. The magnetic force is weaker in Pair 1. C. The magnetic force is weaker in Pair 2.	B
	<image>Context: This organism is Bertholletia excelsa. It is a member of the plant kingdom. Bertholletia excelsa is commonly called a Brazil nut tree. Brazil nut trees have a tall, thin trunk. Branches grow near the top of the tree. A Brazil nut tree can live for over 500 years! Question: Does Bertholletia excelsa have cells that have a nucleus? Options: A. no B. yes	B

<image>Context: This organism is a purple heron. Its scientific name is Ardea purpurea. Question: Select the organism in the same species as the purple heron. Options: A. Ardea purpurea B. Ardea alba C. Acanthaster planci

A

<image>Context: This passage describes the pod shape trait in pea plants: Pea plants protect their seeds in pouch-like cases called pods. Some pea plants grow inflated pods, which are smooth. Other pea plants grow constricted pods, which are bumpy. In a group of pea plants, some individuals have inflated pods and others have constricted pods. In this group, the gene for the pod shape trait has two alleles. The allele for inflated pods (D) is dominant over the allele for constricted pods (d). This Punnett square shows a cross between two pea plants. Question: What is the probability that a pea plant produced by this cross will be homozygous recessive for the pod shape gene? Options: A. 0/4 B. 3/4 C. 2/4 D. 1/4 E. 4/4

A

<image>Question: What is the capital of Kansas? Options: A. Kansas City B. Wichita C. Topeka D. Santa Fe

C

<image>Question: Which of these states is farthest north? Options: A. Arkansas B. Kentucky C. Arizona D. Alabama

B

<image>Question: What is the capital of Nevada? Options: A. Carson City B. Olympia C. Nampa D. Tallahassee

A

<image>Question: Which of these states is farthest east? Options: A. Iowa B. California C. Idaho D. North Dakota

A

<image>Question: Which of these states is farthest south? Options: A. Michigan B. New York C. North Dakota D. California

D

<image>Question: Which of these cities is marked on the map? Options: A. Minneapolis B. Indianapolis C. Detroit D. Omaha

B

<image>Question: What is the capital of Vermont? Options: A. Montpelier B. Burlington C. Salem D. Boston

A

<image>Question: Which country is highlighted? Options: A. Saint Lucia B. Haiti C. Saint Vincent and the Grenadines D. Barbados

B

<image>Question: What is the capital of Wyoming? Options: A. Lincoln B. Cheyenne C. Frankfort D. Salt Lake City

B

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

B

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

A

<image>Context: This continuum scale shows some famous characters from folktales. Question: Based on the continuum scale, who is meaner than Rumpelstiltskin? Options: A. Goldilocks B. the Big Bad Wolf

B

<image>Context: The passage below describes an experiment. Read the passage and then follow the instructions below. Edwin mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Edwin used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon. Figure: flasks of liquid for growing bacteria. Question: Identify the question that Edwin's experiment can best answer. Options: A. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon? B. Does temperature affect how much bacteria can grow in liquid?

A

<image>Context: The model below represents a molecule of hydrogen. Hydrogen gas was once used to make large airships, such as blimps, float. It is no longer used in airships because it catches fire easily. Question: Complete the statement. Hydrogen is (). Options: A. an elementary substance B. a compound

A

<image>Context: A boat applies a force to a water skier. She follows the boat as it moves on the water. Question: Which type of force from the boat causes the water skier to move across the water? Options: A. pull B. push

A

<image>Question: Look at the models of molecules below. Select the elementary substance. Options: A. carbon tetrachloride B. fluoromethanol C. fluorine

C

<image>Context: Figure: Sahara Desert. The Sahara Desert covers a large part of northern Africa. It does not get much rainfall 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. Question: Does this passage describe the weather or the climate? Options: A. climate B. weather

A

<image>Context: People use mint plants for food. Photosynthesis makes food for the plant. We usually eat the part of the plant that does most of the photosynthesis. Question: Which part of the mint plant do we usually eat? Options: A. the seeds B. the leaves C. the fruit

B

<image>Context: This organism is a lion's mane jellyfish. Its scientific name is Cyanea capillata. Question: Select the organism in the same species as the lion's mane jellyfish. Options: A. Aurelia aurita B. Cyanea capillata C. Aequorea victoria

B

<image>Question: Which country is highlighted? Options: A. the Marshall Islands B. Papua New Guinea C. Palau D. the Federated States of Micronesia

D

<image>Context: Read the passage and look at the picture. The Karakoram Range is a mountain range that extends into Afghanistan, China, India, Pakistan, and Tajikistan. This range has many tall mountains, including K2, the second-tallest peak on Earth. K2 rises 8,611 meters above sea level. The Karakoram Range formed as the Indo-Australian Plate moved toward and collided with the Eurasian Plate. Question: Complete the sentence. The Karakoram Range formed at a () boundary. Options: A. divergent B. transform C. convergent

C

<image>Context: 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. Question: Which of these organisms contains matter that was once part of the bilberry? Options: A. collared lemming B. earthworm C. lichen D. bear sedge

B

<image>Question: What is the capital of Kansas? Options: A. Kansas City B. Wichita C. Columbus D. Topeka

D

<image>Context: Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes. Question: During this time, thermal energy was transferred from () to (). Options: A. each refrigerator . . . the surroundings B. the surroundings . . . each refrigerator

B

<image>Question: What is the capital of Oregon? Options: A. Boise B. Salem C. Portland D. Juneau

B

<image>Question: Which continent is highlighted? Options: A. South America B. Australia C. Africa D. North America

D

<image>Context: 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. Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? Options: A. sample B B. sample A C. neither; the samples have the same temperature

A

<image>Context: Read the text about passenger pigeons. Imagine the year 1800. The sky roars with a great clamor, like the sound of a thousand trains. The daytime sky becomes dark as sunlight is blotted out. Is it a terrible thunderstorm? No, it's actually a flock of thousands of passenger pigeons zooming overhead! Hundreds of years ago, there were three to five billion passenger pigeons in America, and the incredible sight of a flock's flight was a regular event. Sadly, passenger pigeons are extinct. None are left today. Passenger pigeons were a migratory bird. Migratory birds move about from season to season searching for places to nest and feed. The passenger pigeon migration ranged from Canada all the way to Texas and Florida. During a migration, thousands of birds would fly together from morning to night for several days. People reported seeing flocks as large as a mile wide! The migrations took place in spring and fall, when warmer weather brought forests to life with fresh food sources like nuts, seeds, berries, and insects. At first, it seemed as though passenger pigeons were an endless supply of tasty meat. When a massive flock passed by, hunters could easily catch a few passenger pigeons without affecting the others. But later, hunters would travel to find nesting sites. A passenger pigeon nesting site might contain over one million birds. The birds usually nested close together, and hunters found them to be easy targets. Eventually this overhunting destroyed the pigeon population. The last known passenger pigeon in the world died at the Cincinnati Zoological Garden in 1914. The pigeon, named Martha, was twenty-nine years old. Although the extinction of the passenger pigeon is a terrible loss, it did have one happy result: it pushed people to create wildlife protection laws to protect other creatures from a similar fate. Question: Based on the text, which of the following things made the passenger pigeon migration a special event? Options: A. The migration caused warmer weather and forest growth. B. Only people in Florida and Texas could see the migration. C. The migration only happened every one hundred years. D. The sun was blocked out by huge flocks of birds.

D

<image>Question: Which continent is highlighted? Options: A. Australia B. Europe C. Africa D. Antarctica

B

<image>Context: The passage below describes an experiment. Read the passage and then follow the instructions below. Terrence mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Terrence used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon. Figure: flasks of liquid for growing bacteria. Question: Identify the question that Terrence's experiment can best answer. Options: A. Does temperature affect how much bacteria can grow in liquid? B. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?

B

<image>Context: 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. Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true? Options: A. The magnitude of the magnetic force is the same in both pairs. B. The magnitude of the magnetic force is smaller in Pair 1. C. The magnitude of the magnetic force is smaller in Pair 2.

B

<image>Context: The passage below describes an experiment. Read the passage and then follow the instructions below. Cameron 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. Cameron 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. Cameron 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. Question: Identify the question that Cameron's experiment can best answer. Options: 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?

B

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

A

<image>Question: Is a tooth a solid, a liquid, or a gas? Options: A. a solid B. a liquid C. a gas

A

<image>Context: Amphibians have moist skin and begin their lives in water. A gray tree frog is an example of an amphibian. Question: Select the amphibian below. Options: A. European green toad B. woodpecker

A

<image>Question: What is the capital of Kentucky? Options: A. Louisville B. Columbia C. Frankfort D. Richmond

C

<image>Context: The passage below describes an experiment. On winter mornings, Lucia had to scrape the ice off of the windshield and side mirrors of her car. Her friend told her that she should cover her side mirrors with plastic bags overnight to stop ice from forming. One winter night, Lucia secured a plastic bag over one of the side mirrors on her car. She left the other side mirror uncovered. In the morning, she checked the percentage of each mirror that was covered by ice. Lucia repeated this test every night for one week, alternating which mirror she covered each night. Figure: a side mirror covered in ice. Question: In this experiment, which were part of a control group? Options: A. the uncovered side mirrors B. the covered side mirrors

A

<image>Context: 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. Lacey and Rose open their lunch boxes in the school cafeteria. Neither Lacey nor Rose 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. Lacey's lunch Rose's lunch Question: What can Lacey and Rose trade to each get what they want? Options: A. Rose can trade her broccoli for Lacey's oranges. B. Lacey can trade her tomatoes for Rose's carrots. C. Lacey can trade her tomatoes for Rose's broccoli. D. Rose can trade her almonds for Lacey's tomatoes.

C

<image>Context: Birds have feathers, two wings, and a beak. A penguin is an example of a bird. Question: Select the bird below. Options: A. poison dart frog B. peregrine falcon

B

<image>Question: Which country is highlighted? Options: A. Fiji B. Nauru C. Solomon Islands D. Vanuatu

D

<image>Question: Which ocean is highlighted? Options: A. the Indian Ocean B. the Arctic Ocean C. the Pacific Ocean D. the Atlantic Ocean

B

<image>Question: Which state is highlighted? Options: A. Rhode Island B. New York C. Vermont D. Maine

A

<image>Question: Which of these states is farthest east? Options: A. North Dakota B. Idaho C. California D. New Mexico

A

<image>Question: What is the name of the colony shown? Options: A. Tennessee B. New Hampshire C. Michigan D. Maine

B

<image>Question: Which country is highlighted? Options: A. Fiji B. Solomon Islands C. Palau D. the Marshall Islands

B

<image>Question: Which country is highlighted? Options: A. New Zealand B. Papua New Guinea C. Palau D. Australia

A

<image>Context: Red-eyed tree frogs live in the rain forests of Central America. They spend most of their lives in trees. The feet of the tree frog are adapted to stick to the smooth surfaces of leaves. Figure: red-eyed tree frog. Question: Which animal's feet are also adapted for sticking to smooth surfaces? Options: A. Madagascar day gecko B. American alligator

A

<image>Context: Read the first part of the passage about grasshoppers. Grasshoppers have many ways to stay safe. They are great jumpers. They can fly, too. Grasshoppers use their back legs to jump into the air. Their back legs are big. So, grasshoppers can jump high and far. Then, they can fly away. Question: Complete the sentence. Grasshoppers can () to stay safe. Options: A. jump and fly B. get smaller C. change colors

A

<image>Question: Which ocean is highlighted? Options: A. the Southern Ocean B. the Atlantic Ocean C. the Arctic Ocean D. the Indian Ocean

D

<image>Question: What is the capital of Arizona? Options: A. Tucson B. Santa Fe C. Phoenix D. Carson City

C

<image>Context: 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. Ruth and Alexandra 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. Question: Which of the following could Ruth and Alexandra's test show? Options: 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

B

<image>Context: Mammals have hair or fur and feed their young milk. A giraffe is an example of a mammal. Question: Select the mammal below. Options: A. rabbit B. woodpecker

A

<image>Context: Select the best answer. Question: Which property do these three objects have in common? Options: A. translucent B. sour C. transparent

B

<image>Context: 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. Kayla and Janet open their lunch boxes in the school cafeteria. Neither Kayla nor Janet 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. Kayla's lunch Janet's lunch Question: What can Kayla and Janet trade to each get what they want? Options: A. Kayla can trade her tomatoes for Janet's carrots. B. Kayla can trade her tomatoes for Janet's broccoli. C. Janet can trade her broccoli for Kayla's oranges. D. Janet can trade her almonds for Kayla's tomatoes.

B

<image>Question: What is the capital of Virginia? Options: A. Topeka B. Arlington C. Austin D. Richmond

D

<image>Context: This organism is Myrmarachne maxillosa. It is a member of the animal kingdom. Myrmarachne maxillosa is a spider. But its body shape mimics, or copies, the shape of an ant. Mimicking an ant helps M. maxillosa avoid predators that eat spiders. You can tell that M. maxillosa is a spider by counting its legs. Spiders have eight legs, and ants have just six. Question: Does Myrmarachne maxillosa have cells that have a nucleus? Options: A. yes B. no

A

<image>Question: What is the capital of Mississippi? Options: A. Boise B. Biloxi C. Jackson D. Billings

C

<image>Question: What is the capital of California? Options: A. Los Angeles B. Sacramento C. Olympia D. Trenton

B

<image>Context: This organism is a western crowned pigeon. Its scientific name is Goura cristata. Question: Select the organism in the same genus as the western crowned pigeon. Options: A. Lonicera japonica B. Hystrix cristata C. Goura cristata

C

<image>Context: 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. Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true? Options: 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.

B

<image>Context: 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. Nina and Estelle open their lunch boxes in the school cafeteria. Neither Nina nor Estelle 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. Nina's lunch Estelle's lunch Question: What can Nina and Estelle trade to each get what they want? Options: A. Estelle can trade her broccoli for Nina's oranges. B. Estelle can trade her almonds for Nina's tomatoes. C. Nina can trade her tomatoes for Estelle's broccoli. D. Nina can trade her tomatoes for Estelle's carrots.

C

<image>Context: 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. Amanda and Leroy open their lunch boxes in the school cafeteria. Neither Amanda nor Leroy 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. Amanda's lunch Leroy's lunch Question: What can Amanda and Leroy trade to each get what they want? Options: A. Leroy can trade his broccoli for Amanda's oranges. B. Amanda can trade her tomatoes for Leroy's broccoli. C. Leroy can trade his almonds for Amanda's tomatoes. D. Amanda can trade her tomatoes for Leroy's carrots.

B

<image>Context: 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. Dakota was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Dakota wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well. So, Dakota put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards. Figure: a drone without blade guards. Question: Which of the following could Dakota's test show? Options: A. if the blade guards would break in a crash B. how much the drone weighed with the blade guards C. if adding the blade guards made the drone fly poorly

C

<image>Question: Which state is highlighted? Options: A. Washington B. New Mexico C. California D. Alaska

B

<image>Question: What is the capital of Mississippi? Options: A. Jefferson City B. Jackson C. Colorado Springs D. Honolulu

B

<image>Question: What is the capital of Mississippi? Options: A. Jackson B. Little Rock C. Biloxi D. Austin

A

<image>Context: The diagram below shows a solution with one solute. Each solute particle is represented by a green 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. 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. Options: A. to the right than to the left B. to the left than to the right

B

<image>Context: Use the graph to answer the question below. Question: Which month is the wettest on average in Christchurch? Options: A. May B. December C. April

A

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

B

<image>Context: This diagram shows fossils in an undisturbed sedimentary rock sequence. Question: Which of the following fossils is older? Select the more likely answer. Options: A. crocodile egg B. fern

B

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

C

<image>Question: Which continent is highlighted? Options: A. Australia B. Asia C. Africa D. Antarctica

D

<image>Context: Figure: Bering Land Bridge National Preserve. Bering Land Bridge National Preserve is a tundra ecosystem in western Alaska. The preserve is home to herds of caribou, muskoxen, and reindeer. Question: Which statement describes the Bering Land Bridge National Preserve ecosystem? Options: A. It has warm summers and cool winters. B. It has many evergreen trees. C. It has long, cold winters and short, cool summers.

C

<image>Question: What is the capital of Rhode Island? Options: A. Trenton B. Montpelier C. Providence D. Newport

C

<image>Context: The passage below describes an experiment. Read the passage and then follow the instructions below. Olivia 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 Jayce timed each ride. Olivia and Jayce 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. Question: Identify the question that Olivia and Jayce's experiment can best answer. Options: A. Does Olivia'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? B. Does Olivia's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?

A

<image>Question: What is the capital of Oregon? Options: A. Salem B. Salt Lake City C. Portland D. Providence

A

<image>Context: Select the best answer. Question: Which property do these three objects have in common? Options: A. translucent B. sweet C. rough

A

<image>Context: 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. Question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true? Options: A. The magnitude of the magnetic force is smaller in Pair 1. B. The magnitude of the magnetic force is smaller in Pair 2. C. The magnitude of the magnetic force is the same in both pairs.

C

<image>Context: This bubble map shows information about different kinds of marsupials. Question: Based on the bubble map, which statement is true? Options: A. Kangaroos eat grass. B. Kangaroos sleep during the day.

A

<image>Context: Two magnets are placed as shown. Question: Will these magnets attract or repel each other? Options: A. repel B. attract

B

<image>Question: Which continent is highlighted? Options: A. Australia B. South America C. North America D. Europe

B

<image>Context: 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. Clara and Harry open their lunch boxes in the school cafeteria. Neither Clara nor Harry 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. Clara's lunch Harry's lunch Question: What can Clara and Harry trade to each get what they want? Options: A. Harry can trade his almonds for Clara's tomatoes. B. Clara can trade her tomatoes for Harry's carrots. C. Harry can trade his broccoli for Clara's oranges. D. Clara can trade her tomatoes for Harry's broccoli.

D

<image>Question: What is the capital of Minnesota? Options: A. Madison B. Saint Paul C. Minneapolis D. Columbus

B

<image>Question: What is the capital of Missouri? Options: A. Indianapolis B. Jefferson City C. Kansas City D. Little Rock

B

<image>Question: What is the capital of Louisiana? Options: A. Baton Rouge B. Austin C. Boston D. Nampa

A

<image>Question: What is the name of the colony shown? Options: A. Wisconsin B. Tennessee C. Connecticut D. New Jersey

C

<image>Context: The model below represents a molecule of ethane. Ethane is used to make plastic bags. Question: Complete the statement. Ethane is (). Options: A. an elementary substance B. a compound

B

<image>Question: What is the capital of Washington? Options: A. Louisville B. Seattle C. Olympia D. Spokane

C

<image>Context: The passage below describes an experiment. Read the passage and then follow the instructions below. Kendrick mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Kendrick used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon. Figure: flasks of liquid for growing bacteria. Question: Identify the question that Kendrick's experiment can best answer. Options: A. Does temperature affect how much bacteria can grow in liquid? B. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?

B

<image>Context: 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. Question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? Options: A. sample B B. neither; the samples have the same temperature C. sample A

C

<image>Context: The map below shows air temperatures in the lower atmosphere on March 19, 2017. The outlined area shows an air mass that influenced weather in Asia on that day. Look at the map. Then, answer the question below. Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division Question: Which air temperature was measured within the outlined area shown? Options: A. 5°C B. -10°C C. 0°C

B

<image>Context: Reptiles have scaly, waterproof skin. Most reptiles live on land. Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment. A box turtle is an example of a reptile. Question: Select the reptile below. Options: A. Nile crocodile B. sea otter C. arroyo toad D. leafy seadragon

A

<image>Question: Which material is this table made of? Options: A. asphalt B. metal

B

<image>Question: What is the capital of Maryland? Options: A. Juneau B. Augusta C. Annapolis D. Providence

C

<image>Question: What is the capital of New Hampshire? Options: A. Helena B. Concord C. Nashville D. Trenton

B

<image>Question: What is the capital of Maine? Options: A. Charleston B. Portland C. Hartford D. Augusta

D

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

B

<image>Context: This organism is Bertholletia excelsa. It is a member of the plant kingdom. Bertholletia excelsa is commonly called a Brazil nut tree. Brazil nut trees have a tall, thin trunk. Branches grow near the top of the tree. A Brazil nut tree can live for over 500 years! Question: Does Bertholletia excelsa have cells that have a nucleus? Options: A. no B. yes

B