HELP IM TIMED!!!!!!!!!!
Question 2(Multiple Choice Worth 5 points)
(MC)


STORIES OF USEFUL INVENTIONS, excerpt
By S. E. Forman

1911

THE MATCH

There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily. In these days we can kindle a fire without any trouble, because we can easily get a match; but we must remember that the match is one of the most wonderful things in the world, and that it took men thousands of years to learn how to make one. Let us learn the history of this familiar little object, the match.

Fire was first given to man by nature itself. When a forest is set on fire by cinders from a neighboring volcano, or when a tree is set ablaze by a thunderbolt, we may say that nature strikes a match. In the early history of the world, nature had to kindle all the fires, for man by his own effort was unable to produce a spark. The first method, then, of getting fire for use was to light sticks of wood at a flame kindled by nature—by a volcano, perhaps, or by a stroke of lightning. These firebrands were carried to the home and used in kindling the fires there. The fire secured in this way was carefully guarded and was kept burning as long as possible. But the flame, however faithfully watched, would sometimes be extinguished. A sudden gust of wind or a sudden shower would put it out. Then a new firebrand would have to be secured, and this often meant a long journey and a deal of trouble.

In 1827, John Walker, a druggist in a small English town, tipped a splint with sulphur, chlorate of potash, and sulphid of antimony, and rubbed it on sandpaper, and it burst into flame. The druggist had discovered the first friction-chemical match, the kind we use to-day. It is called friction-chemical because it is made by mixing certain chemicals together and rubbing them. Although Walker's match did not require the bottle of acid, nevertheless it was not a good one. It could be lighted only by hard rubbing, and it sputtered and threw fire in all directions. In a few years, however, phosphorus was substituted on the tip for antimony, and the change worked wonders. The match could now be lighted with very little rubbing, and it was no longer necessary to have sandpaper upon which to rub it. It would ignite when rubbed on any dry surface, and there was no longer any sputtering. This was the phosphorus match, the match with which we are so familiar.


What is the main idea of this text?
A. Firebrands were hard to keep lit.
B. Nature provided fire to early humans.
C. The history of the match is interesting.
D. The match made life easier for humans.

Answer:

The answer is the match made life easier for humans.

Answer:

D

Explanation:

You can most definitely find the main idea of a granted passage from the topic sentence which in this case talks about how matches were something humans couldn't light fire without and later goes into detail about who discovered the consisting elements and partitions of matches.

11. The key to description is
O A. considering only what you think the readers already know.
O B. telling the readers how you would do something.
O C. giving the readers enough detail to form a picture in their mind.
O D. showing only the steps you consider important.

in the film proctor only says “i say you are pulling heaven down and raising up a*****” and “god is dead”

Which homophone best completes each sentence?
1. The group is running smoothly, so we shouldn't _____
2. Rosa Parks tested her _____
when she demanded a seat on the bus.
3. Swimmer Michael Phelps won his first Olympic _____
in 2004

Bullying experience writing** using the 4 past tenses **

plz help em with this qustinon plz and thx!!!

"Rarer" or " More rare". "Toxic-er" or more toxic?

Which lines bestsupport the theme that guilt cannot be escaped? Choose three options. "weakness of mine eyes" "monstrous apparition" "some god, some angel, or some devil" "my blood cold" "Art though any thing?".

A one sentese summary of I am a tomboy kid

Use the dictionary entry for lore to answer the question.

lore

lore [‘lor] noun

from Old English leornian

1. something that is taught

2. something that is learned

3. a body of knowledge or tradition

4. the space between the eye and the bill in a bird

5. the space between the eye and the mouth in a reptile or fish

Which definition of lore best matches the most common definition given by the dictionary entry?

a tale
a superstition
a lesson
a face

what s the biggest capitol?

Lan is interested in teaching _______ because she loves working with children.

Which is a type of metrical foot?
A. Beat
B. Trochee
C. Stress
O D. Syllable
SUBMIT

write a letter to your uncle thanking him for a gift​

When is a pronoun in the possessive case?

A. when it receives the action

B. when it shows ownership

C. when it describes a verb

D. when it is the subject

make 10 sentences into active and change into passive voice.​

Please make it original. Write a 3-4 paragraph analysis of the character Rainsford from The Most Dangerous Game. Please make it original

When preparing for a test,________

A. skip breakfast so you are not late

B. start studying the day before the test.

C. cramming is a good idea

D. try to predict what might be asked on the test​

I need an answer, please. Help, please.

In "the yellow wallpaper", how would you characterize the relationship between the narrator and her husband?

let’s say you’re working on a post for a campaign, and want to create several variations of that post, without altering the original. which technique or feature would you use?

This is very large and usually takes up a quarter of the cover area. This is similar to a major headline in a newspaper.

• Main Image
• Selling Line
• Main Cover Line
• Cover Line

Christmas Carol Question Page 37: Grade 7 English
In the margin, note an element in this drama that is not in the
original story.

i need this ASAP... Read the following speech excerpt and then select the correct answer to the question below:

President George W. Bush's speech to the troops on the USS Abraham Lincoln
The war on terror is not over, yet it is not endless. We do not know the day of final victory, but we have seen the turning of the tide. No act of the terrorists will change our purpose, or weaken our resolve, or alter their fate. Their cause is lost. Free nations will press on to victory.

Which topic best relates to the central idea in this part of the speech?

Backing out of the fight
Avoiding future conflicts
Fighting a lost cause
Winning the war on terror

The moment the teacher announced the scores of the competition, the students celebrated. Substitute ‘The moment’ with ‘No sooner’.1 pointa. Their teacher announced.b. Had their teacher announced.c. Than their teacher was announcing.d. Was their teacher announcing.

Which phrase from the first stanza of "The Raven" creates the most suspense by making a question appear in the minds of the speaker and reader? Once upon a midnight dreary, while I pondered, weak and weary While I nodded, nearly napping suddenly there came a tapping.

Malcolm's earliest vivid memory was

1. A woman is in a hurry so she runs a red light,
What type of conflict is that?

2. After being stuck in the car for 10 hours,2 brothers begin to fight over toys
What type of conflict is that?

Write 3 different examples of the different points of view.

Jeremiah's face was smeared and smudged with grease
and dirt from the cars he had been working on.
Which of the following revisions removes too many important details?
A. Jeremiah's face was smeared with grease and dirt from working
on cars.
B. Jeremiah's face was smudged with dirt from the cars he had been
working on.
C. Jeremiah's face was smeared and smudged from the work he had
been doing
D. Jeremiah's face was smeared with grease from the cars he had
been working on.

simple past e past perfect
1.They ... (do) nothing before they met me. *
a)hadn't done
c)haven't done
d)have did

2.. I thanked him for what he ... (do). *
a)has done
b)had done
c)had do

3.They ... (clean) the room before I ... (call) them. *
a)had cleaned - call
b)have cleaned - called
c)had cleaned - called

4.He ... (tell) us the story of this life before he died. *
a)had telled
b)had told
c)has told

5.He ... (tell) me her name after she ... (leave). *
a)told - had left
b)tell - had leaved
c)told - has left

6.After the students ... (finish) the test the teacher left the room.

a)had finished
b)have finished
c)had finish

7.We ... (hear) a strange noise yesterday. *
a)have heard
b)heard
chad heard

8.She posted the letter after she ... (write) it. *
a)has written
b)have written
c)had written

9.After they ... (go), I sat down and rested. *
a)went
b)had gone
c)have gone​