AnswersAL-Physical Science A- TAPLab: Types of Reactions

Lab: Types of Reactions — Unit test Answers

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1
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How does the heading support the passage?

A
It indicates a chronological order of events having to do with honey.
B
It indicates the topic and emphasizes the main idea of the passage.
C
It adds details about honey that support the reader’s understanding of the topic.
D
It implies that honey remains one of the most important food items in the world.
2
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Identify the image that this caption best explains: "Sugar cane can be pressed to extract a sweet, syrupy ‘juice,’ which is a popular beverage in many countries where the plant is grown.”

A
Option
B
Option
C
Option
3

In what kind of text would you expect to find this timeline?

A
an online article about the evolution of bicycles
B
a newspaper article about a new bicycle shop in town
C
a review of different kinds of bicycles in a sports magazine
D
an e-book about bicycle-related sports in the Olympic Games
4

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5

How is the text structured in this passage from the prologue?

A
It has a chronological structure because it shows the evolution of different sweeteners over time.
B
It has a cause-and-effect structure because it shows how a rock drawing led to the use of sweeteners.
C
It has a compare-and-contrast structure because it describes similarities and differences between different sweeteners.
D
It has a problem-and-solution structure because it shows how ancient people solved the dilemma of finding sweeteners.
6

Which excerpt from the passage provides evidence of a problem-and-solution structure?

A
“A rock drawing in Spain . . . shows a man . . . holding a hive.”
B
“A lucky wanderer . . . could stumble on a hive.”
C
“People in the Americas had no bees.”
D
“You could hollow out a log near bees, and they would make it their home.”
7

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8

Which excerpt from the passage provides evidence of a chronological structure?

A
“Slavery was abolished . . . thirty years before the Emancipation Proclamation.”
B
“The sugar plantation owners were desperate.”
C
“So the British owners looked to another part of the empire.”
D
“Thousands of men and women . . . were given five-year contracts.”
9

How does the timeline support the text?

A
It suggests that sugar’s influence was limited, not widespread.
B
It documents key events in the sugar and sweetener industries.
C
It identifies the events that led to the collapse of the sugar trade.
D
It provides explanatory details regarding the lives and work of sugar farmers.
10

What is the author’s purpose in this paragraph?

A
to entertain readers with a detailed story about a flood
B
to inform readers about the lives of workers on sugar plantations
C
to inform readers with descriptive details about her family’s home
D
to persuade readers that having stilts on homes is the best way to avoid flood damage
11

What elements did you include in your response?

A
the primary purpose
B
3 to 4 sentences
C
examples from the text
12

What is the central idea of the passage?

A
Egyptians boiled and strained liquid to form sugar.
B
Egyptians had a special process for refining white sugar.
C
Egyptians were hard workers who overcame many challenges.
D
Egyptians crushed sugar cane and used the juice as a sweetener.
13

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14

Which details from the text support the central idea of this passage? Check all that apply.

A
“Today, few people have heard of Jundi Shapur.”
B
“Jundi Shapur was built in what is now Iran.”
C
“We can only guess the dates.”
D
“Greek scholars moved to Jundi Shapur.”
E
“Nestorians . . . had their own ancient and scholarly traditions.”
F
“The school created the very first teaching hospital in the world.”
15

The central idea in this passage is that spices were popular because they were flavorful, not because they helped people eat spoiled food. Which ideas are key details supporting this? Check all that apply.

A
Spices could not disguise bad meat.
B
Ambergris has a briny, sealike taste.
C
Fresh meat and fish were easy to find.
D
Only the very rich could afford luxuries.
E
A myth is often repeated in books.
16

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17

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18

Which details from the text support the central idea of this passage? Check all that apply.

A
“sailed across the Mediterranean Sea to Syria”
B
“grown on the southwest coast of India”
C
“tiny dried black peppercorns were the perfect item to trade”
D
“From India the pepper was shipped across to Arabia”
E
“Jean de Joieville, a French writer . . . actually lived in the Muslim world”
19

How does the map develop the central idea of the passage?

A
It provides a visual representation of lands conquered by Muslims.
B
It shows the regions that benefited from Muslims’ knowledge of sugar.
C
It illustrates how the growth and refining of sugar led to Muslim conquests.
D
It demonstrates that Muslims grew sugar outside of the Mediterranean.
20

What inference can be made from the passage?

A
Jundi Shapur was a refuge for academics who had been persecuted.
B
The scholars at Jundi Shapur were interested in various disciplines.
C
Both men and women were scholars at Jundi Shapur.
D
Greeks, Christians, Jews, and Persians gathered at Jundi Shapur.

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