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Group B receives an inert substance that mimics the treatment—this is the control group receiving a placebo. The description says neither participants nor researchers know assignments until the end, a hallmark of a double-blind design. Thus, Option C is correct. Option A mislabels the blinding; only the participants unaware would be single-blind, but here both sides are blind. Option B misidentifies Group B as experimental (they’re not—they receive no active drug). Option D calls it a placebo group (true), but the design is not single-blind per the prompt. On GED Science, experimental design questions test identification of independent variables (treatment), dependent variables (measured outcomes like symptom scores), control conditions (placebo), and bias-reduction methods (randomization, blinding). Double-blind procedures minimize expectancy effects from both participants and researchers and strengthen internal validity. Always read the blinding description carefully; “neither side knows” → double-blind.

Option B supplies specific, quantitative evidence directly tied to the claim’s outcome—improved academic performance (math and reading scores). This is exactly the kind of concrete support GED RLA seeks when asking for the best evidence. Option A is anecdotal and doesn’t connect to performance outcomes. Option C describes classroom conditions but not achievement. Option D lists menu items—relevant to nutrition but not to measured academic gains. When strengthening a claim, look for statements that (1) align precisely with the dependent variable (here, test scores), (2) provide credible metrics or time frames, and (3) suggest a plausible causal link (program change → score increase). Avoid evidence that is tangential, qualitative without relevance, or about inputs rather than outcomes. If multiple options include data, choose the one most tightly matched to the claim’s scope and wording.

Total marbles = 5+3+2=105 + 3 + 2 = 10. Favorable outcomes (blue) = 3. The probability of drawing a blue marble on a single draw is favorable/total = 310\tfrac{3}{10}. Option B is correct. Option A (15\tfrac{1}{5} or 0.20) would be correct if there were 2 blues out of 10 or 1 out of 5—doesn’t match. Option C (25\tfrac{2}{5} or 0.40) overstates the likelihood. Option D (12\tfrac{1}{2}) is far too large given colors are split 5/3/2. On GED probability questions, first count totals accurately, then count favorable outcomes, ensuring you’re answering exactly what is asked (blue, not “not red,” etc.). If the scenario involves multiple draws without replacement, update totals after each draw; here, with one draw, the calculation is straightforward. Converting to decimals (0.30) can help sanity-check: 3 out of 10 feels like “about a third,” which aligns with 0.30.

To strengthen an argument, choose evidence that is specific, measurable, and aligned with the exact claim. Option B provides a quantified reduction in CO₂ emissions per commuter following a concrete transit expansion (“bus rapid transit”), directly supporting the assertion that transit reduces emissions. Option A is anecdotal and irrelevant to emissions. Option C notes a scheduling fact without environmental impact. Option D counters the claim by focusing on car preferences rather than outcomes. On GED RLA, prefer evidence that (1) names the metric (e.g., CO₂, PM₂.₅), (2) states the direction and magnitude of change (22% fall), and (3) ties to a time frame or intervention (after BRT opened). When two options include data, pick the one that most closely matches the claim’s scope—here, emissions per commuter vs. unrelated statistics like ridership satisfaction. Always avoid vague generalities when the prompt asks for the best support; numbers with context outweigh opinions.

Covalent bonds form when atoms share electron pairs to achieve stability (e.g., H₂O, CO₂). Option B is correct. Ionic bonds (A) involve transfer of electrons (e.g., NaCl). Metallic bonds (C) involve delocalized electrons among metal ions. Hydrogen bonds (D) are weak attractions between polar molecules, not full electron sharing. GED Science emphasizes bonding types: covalent = share, ionic = transfer, metallic = sea of electrons.