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Grade 06 - Standards RI6.1, RI6.4, RI 6.2, RI6.3, RI6.6

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Last updated almost 4 years ago
19 questions
1
RI.6.4
1
RI.6.1
1
RI.6.5
1
RI.6.1
1
RI.6.2
1
RI.6.1
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RI.6.4
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RI.6.1
1
RI.6.1
RI.6.8
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RI.6.1
RI.6.8
1
RI.6.1
RI.6.8
1
RI.6.1
RI.6.8
1
RI.6.5
1
RI.6.1
1
RL.6.5
1
RI.6.1
1
RI.6.6
1
RI.6.1
1
RI.6.1
RI.6.3
Question 1
1.

Question 2
2.

Question 3
3.

Question 4
4.

Question 5
5.

Question 6
6.

Part B

Select three sentences from paragraphs 6–11 that support the answer to Part A.

Question 7
7.

Question 8
8.

Question 9
9.
The sentences in the passage may present facts, reasoned judgments, or speculations. For each sentence, select the correct description from the drop-down menu.

__________“You’ve probably listened to music or sports on the radio.” (paragraph 1)
Question 10
10.
The sentences in the passage may present facts, reasoned judgments, or speculations. For each sentence, select the correct description from the drop-down menu.

__________“Tom Sullivan is an electrical and computer engineering professor at the Pittsburgh school.” (paragraph 4)
Question 11
11.
The sentences in the passage may present facts, reasoned judgments, or speculations. For each sentence, select the correct description from the drop-down menu.

__________“The antenna’s job is to grab radio waves from the air.” (paragraph 12)
Question 12
12.
The sentences in the passage may present facts, reasoned judgments, or speculations. For each sentence, select the correct description from the drop-down menu.

__________“Tom Sullivan is an electrical and computer engineering professor at the Pittsburgh school.” (paragraph 4)“As these students learned, people can fairly easily make their own batterypowered AM radios." (paragraph 16)
Question 13
13.

Question 14
14.

Question 15
15.

Question 16
16.

Question 17
17.

Question 18
18.

Question 19
19.

Part A

What is the meaning of the word converts as it is used in paragraph 5 of the passage from “Radios: Build Your Own!”?
transforms
collects
develops
increases
Part B:

Which detail from paragraph 5 supports the answer to Part A?
“. . . harvests radio waves.”
“. . . changes the signal . . .”
“. . . force of that current . . .”
“. . . built their very own radio.”
Part A

How do paragraphs 14–16 help the reader understand how information is transmitted?
by explaining how the two ways of transmitting information were developed
by showing differences between the two ways of transmitting information
by sharing why one way of transmitting information was more important than the other
by demonstrating why one way of transmitting information was more complicated than the other
Which sentence from the passage best supports the answer to Part A?
“AM carried the first commercial radio broadcasts.” (paragraph 15)
“Today, FM radio is more popular in many areas.” (paragraph 15)
“An AM station can broadcast over a bigger area than an FM station can.” (paragraph 16)
“‘It’s very easy to grab a couple of household items and build something that will receive AM frequencies,’ notes Sullivan, the Carnegie Mellon professor.” (paragraph 16)
Part A

What is a central idea of the passage from “Radios: Build Your Own!”?
Building an AM radio creates an untidy workplace.
Building an AM radio takes some drawing and design ability.
Building an AM radio requires patience and careful attention.
Building an AM radio involves a great deal of background knowledge.
Step by Step

6 An electrical diagram told the young researchers where to place each of the kit’s parts on the circuit board. The students had to make sure they connected some pieces to the circuit board in the right direction. If any of these went in backward, the radio might not work. Or worse. If the parts were assembled incorrectly, the electric current might damage the radio’s parts.

7 The do-it-yourself kits included diodes. These work like one-way gates for an electric current. On each diode, a black band denoted its negative end, or cathode. To work properly, it had to go into a hole marked with a vertical line on the electrical diagram.

8 Additional parts perform other jobs. Those functions make electronic circuits work in radios—and lots of other electronic devices. Resistors, for instance, reduce the flow of current. And capacitors (kuh-PASS-it-terz) temporarily store energy.

9 The radio’s pieces didn’t just snap into place. Each had to be soldered (SAAH-derd) to the circuit board. Solder is a metal that melts easily. It is used to join together metal pieces. To attach a component to the circuit board, the students used a device called a soldering iron, which preheats parts to be joined. They also added a bit of a gooey compound. Then they melted a bit of solder between the parts. The rosin-based goo, called flux, helped the solder flow around the hole in the circuit board where the piece was to be joined. This ensured a good contact.

10 The students patiently soldered parts in place. Even so, the process was sometimes tricky. “Trying not to burn myself was really hard,” noted 13- year-old Isabella O’Brien of Canada.

11 Getting everything into place at the same time got awkward, too. “I had a couple of parts that weren’t physically touching the board,” says 13-yearold Raghav Ganesh of San Jose, Calif. “It’s like you needed some sort of third arm to make it easier.” Without physical contact, current can’t flow through the radio within a closed circuit. In other words: The radio wouldn’t work.
Part A

What is the meaning of the word amplifier as it is used in paragraph 12 of the passage?
object that chooses information
object that increases something
object that makes energy available
object that causes parts to move
Part B

Which detail from paragraph 12 supports the answer to Part A?
“. . . connected larger parts to the circuit board.”
“. . . let the system select . . .
“. . . made the radio’s sound louder . . .”
“. . . battery powered the radio.”
Part A

How do paragraphs 2–4 contribute to the development of ideas in the passage?
They explain how the supporting organization decided what to name the program
They describe why the program continues to be held each year.
They provide information about the skills of the participants in the program.
They suggest why Carnegie Mellon University is a suitable location for the program.
Part B

Which detail from the passage supports the answer to Part A?
“. . . exhibited an outstanding research project in science, technology, engineering or mathematics.” (paragraph 2)
“And like STEM, MASTERS also is an acronym.” (paragraph 2)
“And like STEM, MASTERS also is an acronym.” (paragraph 2)
“. . . Alexei Colin explained how to use the kit.” (paragraph 4)
Part A

How does the Step by Step section mainly contribute to the reader’s understanding of the topic in the passage?
It explains to the reader why using a soldering iron is so difficult.
It provides the reader with the specific instructions needed to build a radio.
It helps the reader understand how much work is involved in building a radio.
It supplies the reader with instructions for how best to work with other students.
Part B

Select two details from the passage that support the answer to Part A
“An electrical diagram told the young researchers where to place each of the kit’s parts. . . .” (paragraph 6)
“. . . do-it-yourself kits included diodes.” (paragraph 7
“. . . pieces didn’t just snap into place.” (paragraph 9)
“. . . used to join together metal pieces.” (paragraph 9)
“. . . used to join together metal pieces.” (paragraph 9)
“. . . as he helped Kristyna Bednářová, 13, of the Czech Republic.” (paragraph 13)
Part A

What is the author’s purpose in paragraph 5?
to provide a scientific explanation of building a radio
to clarify how readers can further study building a radio
to provide insight into the experiences of students who are building a radio
to show how readers can produce the same results when building a radio
Part B

What paragraph serves a similar purpose as paragraph 5?
paragraph 2
paragraph 6
paragraph 12
paragraph 13
In the passage, students followed specific steps to build a radio. Rearrange the steps the students followed in the correct order
Examine an electrical diagram to know where to place parts of the radio kit on the circuit board.
Add flux to ensure parts are securely connected.
Push a 9-volt battery into the radio
Connect the antenna, tuner, and microchip to the circuit board.
Use a soldering iron to attach parts to the circuit board.