Reading Assessment 2

As used in paragraph 11 of “A Big Surprise from the Edge of the Solar System,” which meaning of the word acute best applies? RST.9-10.1, RI.9-10.4, RI.9-10.1

• A. clear

• B. dire

• C. crucial

• D. intense

Tags

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

The following question has two parts. Answer Part A, then answer Part B.

Part A: Read the caption under Figure 2 in the text. What is the meaning of the word orthodox as used in the caption? RI.9-10.4, RI.9-10.1

• A. official

• B. legitimate

• C. conservative

• D. traditional

Tags

CCSS.RI.11-12.7

CCSS.RI.8.7

CCSS.RI.9-10.7

CCSS.RL.8.7

CCSS.RL.9-10.7

Part B: Which word in the caption under Figure 2 provides the strongest clue to the meaning of the word orthodox? RI.9-10.4, RI.9-10.1

• A. old

• B. views

• C. models

• D. mix

Tags

CCSS.RI.8.7

CCSS.RI.9-10.7

CCSS.RL.11-12.7

CCSS.RL.8.7

CCSS.RL.9-10.7

What is the relationship between the terms magnetic reconnection and magnetic bubbles as they are used in the article? RST.9-10.5, RI.9-10.1

• A. Magnetic reconnection is what allows magnetic bubbles to create solar flares.

• B. Magnetic reconnection is what causes the magnetic bubbles to form.

• C. Magnetic reconnection occurs when magnetic bubbles rejoin the sun.

• D. Magnetic reconnection is what solar flares use to create magnetic bubbles.

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

The following question has two parts. Answer Part A, then answer Part B.

Part A: Why does the author provide an explanation of the graceful-arc theory of the sun’s magnetic field? RST.9-10.6, RST.9-10.1, RI.9-10.6, RI.9-10.1

• A. to establish the idea that current data from Voyager probes seems to contradict previously held theories

• B. to show what the Voyager is attempting to find as it reaches the outer edge of the Sun’s magnetic field

• C. to demonstrate the relationship between the Sun’s magnetic field and the rate at which Voyager can send information back to Earth

• D. to introduce the beliefs about our solar system that the Voyager mission was designed to disprove

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

Part B: How does this explanation contribute to the author’s purpose in the article? RST.9-10.6, RST.9-10.1, RI.9-10.6, RI.9-10.1

• A. It gives an example that explains one of the Voyager’s primary goals.

• B. It provides support for the idea that scientific theories change as new information becomes available.

• C. It provides support for the claim that the Voyager is NASA’s primary tool for making discoveries in space.

• D. It gives an example of one way that scientists can learn new things from old experiments.

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.8.1

CCSS.RL.9-10.2

In the article, the author reveals Opher’s claim that “The magnetic bubbles appear to be our first line of defense against cosmic rays . . .” Choose a sentence from the article that help to develop this claim. RI.9-10.5, RI.9-10.1

• A. “When a magnetic field gets severely folded like this, interesting things can happen.”

• B. “The crowded folds of the skirt reorganize themselves, sometimes explosively, into foamy magnetic bubbles.”

• C. “The actual bubbles appear to be self-contained and substantially disconnected from the broader solar magnetic field.”

• D. “When these microscopic cannonballs try to enter the solar system, they have to fight through the sun’s magnetic field to reach the inner planets.”

Tags

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.7.1

CCSS.RL.8.1

CCSS.RL.9-10.2

Which excerpt from the video best demonstrates the central idea? RST.9-10.2, RST.9-10.1

• A. “The two Voyager spacecraft have been travelling away from earth for more than thirty-three years, and they are finally in the outer edge of the solar system.” (0:14-0:20)

• B. “The sun’s magnetic field spins on opposite directions on the North and South Poles, creating a sheet where the two spins meet.” (0:46-0:52)

• C. “The smooth, streamlined look is gone, replaced with a bubbly, frothy outer layer.” (1:20-1:23)

• D. “When they arrive at the bubble region, they slowly move from bubble to bubble until they can reach smooth magnetic field lines, and follow them toward the sun.” (1:31-1:38)

Tags

CCSS.RI.8.7

CCSS.RI.9-10.7

CCSS.RL.7.7

CCSS.RL.8.7

CCSS.RL.9-10.7

This item has two parts. Answer Part A and then answer Part B.

Part A: Why does the author of the article compare cosmic rays to cannonballs? RST.9-10.7, RST.9-10.6, RST.9-10.1, SL.9-10.3

• A. to clarify the role dangerous cosmic rays play in space

• B. to explain the technical topic of cosmic rays using a familiar object

• C. to illustrate the explosive nature of the process of forming cosmic rays

• D. to describe the shape and trajectory of cosmic rays

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

Part B: Which excerpt from the video demonstrates a technique similar to the answer to Part A? RST.9-10.7, RST.9-10.6, RST.9-10.1, SL.9-10.3

• A. “As the solar wind travels out from the sun, it pushes against the galactic medium and abruptly slows down.” (0:29 – 0:33)

• B. “This sheet gently ripples as it travels outward, and the ripples get bigger as they go.” (0:53 – 0:57)

• C. “When this sheet reaches the termination shock, it starts to compress, like water hitting a wall.” (0:59 – 1:04)

• D. “This new layer also changes our understanding of how extremely fast-moving particles, called cosmic rays, enter our solar system.” (1:24 – 1:31)

Tags

CCSS.RI.8.7

CCSS.RI.9-10.7

CCSS.RL.11-12.8

CCSS.RL.8.7

CCSS.RL.9-10.7