id,image_path,question,choices,num_choices,answer,hint,lecture,solution,task,grade,subject,topic,category,skill
train_07667,images/train/train_07667.png,"Why might putting each tadpole in its own pool of water increase the reproductive success of a male Amazonian poison frog? Complete the claim below that answers this question and is best supported by the passage.
Putting each tadpole in its own pool of water increases the chances that ().","[""the male's tadpoles will be larger when they hatch"", ""the male will carry his tadpoles through the forest"", ""the male's tadpoles will become adult frogs""]",3,2,"Animals often behave in certain ways that can increase their reproductive success. Read the passage about a specific animal behavior. Then, follow the instructions below.

Amazonian poison frogs live in tropical forests in northern South America. After a male and female frog mate, the female frog lays eggs on a plant. When tadpoles hatch from the eggs, the male frog lets the tadpoles climb onto his back. The male then searches for water trapped in the spaces where plants' leaves meet their stems. He puts his tadpoles in these small pools of water.
If the male frog puts a tadpole into a pool with a larger tadpole, the smaller tadpole is often eaten. So, the male frog usually puts each tadpole into a pool of water that does not have other tadpoles in it. Each tadpole lives in its own pool until it undergoes metamorphosis to develop into a frog.
Figure: an Amazonian poison frog carrying a dark-colored tadpole on his back.","Animals increase their reproductive success when they have offspring that survive to reproduce.
Animals can increase their chances of having offspring by behaving in ways that help them get partners to mate and reproduce with. These partners are called mates. For example, animals may make special sounds, perform specific dances, or show off bright colors to attract mates. Animals may also compete with each other for mates.
Animals can increase the chances that their offspring will survive to reproduce by caring for and protecting them. For example, animals may feed their offspring or guard them from predators. These behaviors increase the chances that the offspring will survive to adulthood, when they can reproduce.
Many behaviors can increase the chances that animals will have offspring that survive to reproduce. But the behaviors cannot guarantee that the animals will have greater reproductive success. Animals that attract or compete for mates won't always successfully mate and reproduce, and offspring that are fed and protected won't always survive to adulthood.","Look for the part of the passage that describes the effect of putting each tadpole in its own pool of water. Use this information to determine why this behavior can increase the reproductive success of a male Amazonian poison frog.
Choice ""Amazonian poison frogs live in tropical forests in northern South America. After a male and female frog mate, the female frog lays eggs on a plant. When tadpoles hatch from the eggs, the male frog lets the tadpoles climb onto his back. The male then searches for water trapped in the spaces where plants' leaves meet their stems. He puts his tadpoles in these small pools of water."" is correct.
Choice ""If the male frog puts a tadpole into a pool with a larger tadpole, the smaller tadpole is often eaten. So, the male frog usually puts each tadpole into a pool of water that does not have other tadpoles in it. Each tadpole lives in its own pool until it undergoes metamorphosis to develop into a frog."" is incorrect.
Choice ""Choice ""Putting each tadpole in its own pool of water increases the chances that the male's tadpoles will be larger when they hatch."" is incorrect."" is incorrect.
Choice ""Being larger when they hatch could increase the tadpoles' chances for survival. This could increase the male frog's reproductive success. But the passage does not discuss the chances that the male's tadpoles will be larger when they hatch. So, the passage does not support this claim."" is incorrect.
Choice ""Choice ""Putting each tadpole in its own pool of water increases the chances that the male will carry his tadpoles through the forest."" is incorrect."" is incorrect.
Choice ""To increase his reproductive success, the male frog needs to have offspring that survive to reproduce. Carrying offspring through the forest by itself does not directly increase the male's chances of producing offspring that will survive to reproduce. So, just carrying offspring through the forest is not why putting each tadpole in its own pool of water increases the male's reproductive success."" is incorrect.
Choice ""Choice ""Putting each tadpole in its own pool of water increases the chances that the male's tadpoles will become adult frogs."" is incorrect."" is correct.
Choice ""According to the underlined text, tadpoles may eat one another if they are in the same pool of water. So, by putting each tadpole in its own pool of water, the male frog decreases the chances that the tadpoles will be eaten. This increases the chances that the tadpoles will survive until they become adult frogs and can reproduce, which can increase the male frog's reproductive success."" is incorrect.",closed choice,grade8,natural science,literacy-in-science,Adaptations and natural selection,How can animal behaviors affect reproductive success? Identify evidence to support a claim
train_02628,images/train/train_02628.png,"Why might forming strong social bonds with other females increase the reproductive success of a female baboon? Complete the claim below that answers this question and is best supported by the passage.
Forming strong social bonds with other females increases the chances that ().","[""the female's offspring will live longer"", ""the female will spend more time grooming other baboons"", ""the female's offspring will be around other females""]",3,0,"Animals often behave in certain ways that can increase their reproductive success. Read the passage about a specific animal behavior. Then, follow the instructions below.

Baboons are found in many parts of Africa, where they live in groups. Female baboons in a group can form social bonds, or close relationships, with other females. Most female baboons form social bonds, but some have stronger bonds than others. Females that have stronger social bonds spend more time grooming, or cleaning, each other.
When a female has strong social bonds with other females, more of her offspring reach adulthood than the offspring of females with weak social bonds. This may be because having strong social bonds helps a female handle stress. When female baboons are stressed, the females that have strong social bonds spend more time together. This makes the females less stressed, which can also help their offspring.
Figure: baboons grooming one another.","Animals increase their reproductive success when they have offspring that survive to reproduce.
Animals can increase their chances of having offspring by behaving in ways that help them get partners to mate and reproduce with. These partners are called mates. For example, animals may make special sounds, perform specific dances, or show off bright colors to attract mates. Animals may also compete with each other for mates.
Animals can increase the chances that their offspring will survive to reproduce by caring for and protecting them. For example, animals may feed their offspring or guard them from predators. These behaviors increase the chances that the offspring will survive to adulthood, when they can reproduce.
Many behaviors can increase the chances that animals will have offspring that survive to reproduce. But the behaviors cannot guarantee that the animals will have greater reproductive success. Animals that attract or compete for mates won't always successfully mate and reproduce, and offspring that are fed and protected won't always survive to adulthood.","Look for the part of the passage that describes the effect of forming strong social bonds with other females. Use this information to determine why this behavior can increase the reproductive success of the female baboon.
Choice ""Baboons are found in many parts of Africa, where they live in groups. Female baboons in a group can form social bonds, or close relationships, with other females. Most female baboons form social bonds, but some have stronger bonds than others. Females that have stronger social bonds spend more time grooming, or cleaning, each other."" is correct.
Choice ""When a female has strong social bonds with other females, more of her offspring reach adulthood than the offspring of females with weak social bonds. This may be because having strong social bonds helps a female handle stress. When female baboons are stressed, the females that have strong social bonds spend more time together. This makes the females less stressed, which can also help their offspring."" is incorrect.
Choice ""Choice ""Forming strong social bonds with other females increases the chances that the female will spend more time grooming other baboons."" is incorrect."" is incorrect.
Choice ""To increase her reproductive success, the female baboon needs to have offspring that survive to reproduce. Spending more time on grooming does not directly increase the female's chances of producing offspring that survive to reproduce. So, spending more time on grooming is not why forming strong social bonds increases the female's reproductive success."" is incorrect.
Choice ""Choice ""Forming strong social bonds with other females increases the chances that the female's offspring will be around other females."" is incorrect."" is incorrect.
Choice ""When female baboons have strong social bonds, they spend more time around each other. So, forming strong social bonds with other females could increase the chances that a female's offspring will be around other females. But the passage does not discuss whether having offspring around other females affects the female's reproductive success. So, the passage does not support this claim."" is incorrect.
Choice ""Choice ""Forming strong social bonds with other females increases the chances that the female's offspring will live longer."" is incorrect."" is correct.
Choice ""According to the underlined text, female baboons with strong social bonds have more offspring that reach adulthood than females with weak social bonds do. So, by forming strong social bonds, a female baboon increases the chances that her offspring will live longer and reach adulthood. This increases the chances that her offspring will reproduce, which can increase her reproductive success."" is incorrect.",closed choice,grade8,natural science,literacy-in-science,Adaptations and natural selection,How can animal behaviors affect reproductive success? Identify evidence to support a claim
train_00927,images/train/train_00927.png,"Why might raising cubs with other lionesses in a pride increase an African lioness's reproductive success? Complete the claim below that answers this question and is best supported by the passage.
Raising cubs with other lionesses in a pride increases the chances that ().","[""the lioness's cubs will be around other cubs"", ""the lioness's cubs will survive attacks"", ""the lioness will feed the cubs of other lionesses""]",3,1,"Animals often behave in certain ways that can increase their reproductive success. Read the passage about a specific animal behavior. Then, follow the instructions below.

African lions live in groups called prides. In a pride, female lions, or lionesses, may give birth to cubs around the same time. When this happens, the lionesses help raise each other's cubs. The lionesses work together to feed and protect all the cubs for about two years.
Lionesses have to protect their cubs from male lions that are not part of their pride. These male lions may attack and kill the cubs to try to take over the pride. When a pride has multiple lionesses, the cubs are less likely to be killed in an attack. When a pride has only one lioness, the cubs are more likely to be killed.
Figure: African lionesses and their cubs.","Animals increase their reproductive success when they have offspring that survive to reproduce.
Animals can increase their chances of having offspring by behaving in ways that help them get partners to mate and reproduce with. These partners are called mates. For example, animals may make special sounds, perform specific dances, or show off bright colors to attract mates. Animals may also compete with each other for mates.
Animals can increase the chances that their offspring will survive to reproduce by caring for and protecting them. For example, animals may feed their offspring or guard them from predators. These behaviors increase the chances that the offspring will survive to adulthood, when they can reproduce.
Many behaviors can increase the chances that animals will have offspring that survive to reproduce. But the behaviors cannot guarantee that the animals will have greater reproductive success. Animals that attract or compete for mates won't always successfully mate and reproduce, and offspring that are fed and protected won't always survive to adulthood.","Look for the part of the passage that describes the effect of raising cubs with other lionesses in a pride. Use this information to determine why this behavior can increase the African lioness's reproductive success.
Choice ""African lions live in groups called prides. In a pride, female lions, or lionesses, may give birth to cubs around the same time. When this happens, the lionesses help raise each other's cubs. The lionesses work together to feed and protect all the cubs for about two years."" is incorrect.
Choice ""Lionesses have to protect their cubs from male lions that are not part of their pride. These male lions may attack and kill the cubs to try to take over the pride. When a pride has multiple lionesses, the cubs are less likely to be killed in an attack. When a pride has only one lioness, the cubs are more likely to be killed."" is incorrect.
Choice ""Choice ""Raising cubs with other lionesses in a pride increases the chances that the lioness's cubs will survive attacks."" is incorrect."" is correct.
Choice ""According to the underlined text, cubs are more likely to survive attacks by male lions when a pride has multiple lionesses. So, by raising cubs with other lionesses in a pride, a lioness increases the chances that her cubs will survive. This can increase her reproductive success."" is incorrect.
Choice ""Choice ""Raising cubs with other lionesses in a pride increases the chances that the lioness's cubs will be around other cubs."" is incorrect."" is incorrect.
Choice ""Raising cubs with other lionesses in a pride may increase the chances that the lioness's cubs will be around other cubs. But the passage does not discuss whether this could affect the lioness's reproductive success. If more cubs are in a pride, they may compete for food. If the lioness's cubs have trouble getting food, that could decrease her reproductive success."" is incorrect.
Choice ""Choice ""Raising cubs with other lionesses in a pride increases the chances that the lioness will feed the cubs of other lionesses."" is incorrect."" is incorrect.
Choice ""To increase her reproductive success, the lioness needs to have offspring that survive to reproduce. Feeding the cubs of other lionesses does not directly increase the lioness's chances of producing offspring that survive to reproduce. So, feeding other cubs of other lionesses is not why raising cubs with other lionesses increases the lioness's reproductive success."" is incorrect.",closed choice,grade8,natural science,literacy-in-science,Adaptations and natural selection,How can animal behaviors affect reproductive success? Identify evidence to support a claim
train_10389,images/train/train_10389.png,"Why might removing broken eggshells from the nest increase the reproductive success of a black-headed gull? Complete the claim below that answers this question and is best supported by the passage.
Removing broken eggshells from the nest increases the chances that ().","[""the gull's chicks will get food"", ""the gull's offspring will survive"", ""the gull will be away from its offspring at a given time""]",3,1,"Animals often behave in certain ways that can increase their reproductive success. Read the passage about a specific animal behavior. Then, follow the instructions below.

Black-headed gulls build their nests on the ground. The gulls' eggs, chicks, and nests are brown, so they blend in with the sand, twigs, and dry grass around them. But the inside of a gull's eggshell is white. When an egg hatches, the white of the broken eggshell stands out from the brown nest. This makes it easier for crows and other predators to find the nest and eat the offspring in it.
After an egg hatches, the parent gull leaves the nest to carry the broken eggshell away. This helps the nest blend in with the environment again. It is harder for predators to find offspring in a nest that blends in with the environment.
Figure: a black-headed gull carrying a broken eggshell.","Animals increase their reproductive success when they have offspring that survive to reproduce.
Animals can increase their chances of having offspring by behaving in ways that help them get partners to mate and reproduce with. These partners are called mates. For example, animals may make special sounds, perform specific dances, or show off bright colors to attract mates. Animals may also compete with each other for mates.
Animals can increase the chances that their offspring will survive to reproduce by caring for and protecting them. For example, animals may feed their offspring or guard them from predators. These behaviors increase the chances that the offspring will survive to adulthood, when they can reproduce.
Many behaviors can increase the chances that animals will have offspring that survive to reproduce. But the behaviors cannot guarantee that the animals will have greater reproductive success. Animals that attract or compete for mates won't always successfully mate and reproduce, and offspring that are fed and protected won't always survive to adulthood.","Look for the part of the passage that describes the effect of removing broken eggshells from the nest. Use this information to determine why this behavior can increase the reproductive success of the black-headed gull.
Choice ""Black-headed gulls build their nests on the ground. The gulls' eggs, chicks, and nests are brown, so they blend in with the sand, twigs, and dry grass around them. But the inside of a gull's eggshell is white. When an egg hatches, the white of the broken eggshell stands out from the brown nest. This makes it easier for crows and other predators to find the nest and eat the offspring in it."" is incorrect.
Choice ""After an egg hatches, the parent gull leaves the nest to carry the broken eggshell away. This helps the nest blend in with the environment again. It is harder for predators to find offspring in a nest that blends in with the environment."" is correct.
Choice ""Choice ""Removing broken eggshells from the nest increases the chances that the gull will be away from its offspring at a given time."" is incorrect."" is incorrect.
Choice ""Removing broken eggshells from the nest may increase the chances that the gull will be away from its offspring at a given time. But the passage does not support the claim that the gull can increase its reproductive success by being away from its offspring. Leaving the offspring alone in the nest could put them in danger. This could decrease the chances that the offspring will survive, which could decrease the gull's reproductive success."" is incorrect.
Choice ""Choice ""Removing broken eggshells from the nest increases the chances that the gull's chicks will get food."" is incorrect."" is incorrect.
Choice ""Getting food to the chicks could increase the chances that the gull's chicks will survive. This could increase the gull's reproductive success. But the passage does not discuss the chances that the gull's chicks will get food. So, the passage does not support this claim."" is incorrect.
Choice ""Choice ""Removing broken eggshells from the nest increases the chances that the gull's offspring will survive."" is incorrect."" is correct.
Choice ""According to the underlined text, it is harder for predators to find offspring when there are no broken eggshells in the nest. So, by removing broken eggshells from the nest, the parent gull decreases the chances that predators will eat the gull's offspring. This increases the chances that the gull's offspring will survive, which can increase its reproductive success."" is incorrect.",closed choice,grade8,natural science,literacy-in-science,Adaptations and natural selection,How can animal behaviors affect reproductive success? Identify evidence to support a claim
train_09024,images/train/train_09024.png,"Why might feeding offspring during mouthbrooding increase the reproductive success of a female blunthead cichlid? Complete the claim below that answers this question and is best supported by the passage.
Feeding offspring during mouthbrooding increases the chances that ().","[""the female will become weak and unhealthy"", ""the female's offspring will survive"", ""the female will hold more offspring in her mouth""]",3,1,"Animals often behave in certain ways that can increase their reproductive success. Read the passage about a specific animal behavior. Then, follow the instructions below.

Blunthead cichlids (SIK-lids) are fish that live in Lake Tanganyika in Eastern Africa. After a female blunthead cichlid lays eggs, she holds the eggs in her mouth. Once they hatch, her young fish live in her mouth until they are old enough to survive on their own. This process, called mouthbrooding, takes about six weeks.
While mouthbrooding, the female cichlid catches algae from the lake. But she does not swallow any. Instead, she feeds the algae to her offspring by holding it in her mouth for the offspring to eat. By eating the algae, the offspring grow larger and become faster swimmers that can escape predators more quickly.
Figure: a blunthead cichlid.","Animals increase their reproductive success when they have offspring that survive to reproduce.
Animals can increase their chances of having offspring by behaving in ways that help them get partners to mate and reproduce with. These partners are called mates. For example, animals may make special sounds, perform specific dances, or show off bright colors to attract mates. Animals may also compete with each other for mates.
Animals can increase the chances that their offspring will survive to reproduce by caring for and protecting them. For example, animals may feed their offspring or guard them from predators. These behaviors increase the chances that the offspring will survive to adulthood, when they can reproduce.
Many behaviors can increase the chances that animals will have offspring that survive to reproduce. But the behaviors cannot guarantee that the animals will have greater reproductive success. Animals that attract or compete for mates won't always successfully mate and reproduce, and offspring that are fed and protected won't always survive to adulthood.","Look for the part of the passage that describes the effect of feeding offspring during mouthbrooding. Use this information to determine why this behavior can increase the reproductive success of the female blunthead cichlid.
Choice ""Blunthead cichlids (SIK-lids) are fish that live in Lake Tanganyika in Eastern Africa. After a female blunthead cichlid lays eggs, she holds the eggs in her mouth. Once they hatch, her young fish live in her mouth until they are old enough to survive on their own. This process, called mouthbrooding, takes about six weeks."" is incorrect.
Choice ""While mouthbrooding, the female cichlid catches algae from the lake. But she does not swallow any. Instead, she feeds the algae to her offspring by holding it in her mouth for the offspring to eat. By eating the algae, the offspring grow larger and become faster swimmers that can escape predators more quickly."" is incorrect.
Choice ""Choice ""Feeding offspring during mouthbrooding increases the chances that the female will become weak and unhealthy."" is incorrect."" is incorrect.
Choice ""Feeding offspring during mouthbrooding may increase the chances that the female cichlid will go hungry. This could make her weak and unhealthy. But the passage does not support the claim that the female can increase her reproductive success by becoming weak and unhealthy. Becoming too weak or unhealthy could kill or permanently harm the female. This could decrease her reproductive success."" is incorrect.
Choice ""Choice ""Feeding offspring during mouthbrooding increases the chances that the female's offspring will survive."" is correct."" is correct.
Choice ""According to the underlined text, offspring that are fed during mouthbrooding are able to escape predators more quickly. So, by feeding offspring during mouthbrooding, a female cichlid helps her offspring escape predators. This increases the chances that the female's offspring will survive, which can increase her reproductive success."" is incorrect.
Choice ""Choice ""Feeding offspring during mouthbrooding increases the chances that the female will hold more offspring in her mouth."" is incorrect."" is incorrect.
Choice ""Holding more offspring in her mouth could increase the chances that more of the female cichlid's offspring will survive. This could increase her reproductive success. But the passage does not discuss what affects how many offspring the female holds in her mouth. So, the passage does not support this claim."" is incorrect.",closed choice,grade8,natural science,literacy-in-science,Adaptations and natural selection,How can animal behaviors affect reproductive success? Identify evidence to support a claim
train_07987,images/train/train_07987.png,"Why might guarding the nest increase the reproductive success of a female long-tailed sun skink? Complete the claim below that answers this question and is best supported by the passage.
Guarding the nest increases the chances that ().","[""the female will lay more eggs"", ""the female will be injured by a snake"", ""the female's eggs will hatch""]",3,2,"Animals often behave in certain ways that can increase their reproductive success. Read the passage about a specific animal behavior. Then, follow the instructions below.

Long-tailed sun skinks are lizards that live in southeast Asia. Most female skinks abandon their nests after laying eggs. But female skinks that live on a particular island with many egg-eating snakes behave differently. These skinks may guard their nests for several days after laying eggs.
When female skinks on the island guard their nests, fewer eggs are eaten by egg-eating snakes. If a female is at her nest when a snake approaches, she will attack the snake. Often, she can wrestle the snake out of her nest and away from her eggs.
Figure: a long-tailed sun skink.","Animals increase their reproductive success when they have offspring that survive to reproduce.
Animals can increase their chances of having offspring by behaving in ways that help them get partners to mate and reproduce with. These partners are called mates. For example, animals may make special sounds, perform specific dances, or show off bright colors to attract mates. Animals may also compete with each other for mates.
Animals can increase the chances that their offspring will survive to reproduce by caring for and protecting them. For example, animals may feed their offspring or guard them from predators. These behaviors increase the chances that the offspring will survive to adulthood, when they can reproduce.
Many behaviors can increase the chances that animals will have offspring that survive to reproduce. But the behaviors cannot guarantee that the animals will have greater reproductive success. Animals that attract or compete for mates won't always successfully mate and reproduce, and offspring that are fed and protected won't always survive to adulthood.","Look for the part of the passage that describes the effect of guarding the nest. Use this information to determine why this behavior can increase the reproductive success of the female long-tailed sun skink.
Choice ""Long-tailed sun skinks are lizards that live in southeast Asia. Most female skinks abandon their nests after laying eggs. But female skinks that live on a particular island with many egg-eating snakes behave differently. These skinks may guard their nests for several days after laying eggs."" is incorrect.
Choice ""When female skinks on the island guard their nests, fewer eggs are eaten by egg-eating snakes. If a female is at her nest when a snake approaches, she will attack the snake. Often, she can wrestle the snake out of her nest and away from her eggs."" is incorrect.
Choice ""Choice ""Guarding the nest increases the chances that the female's eggs will hatch."" is incorrect."" is correct.
Choice ""According to the underlined text, predators eat fewer eggs when the eggs are guarded by female skinks. So, by guarding her nest, the female skink decreases the chances that snakes will eat her eggs. This increases the chances that the female's eggs will hatch, which can increase her reproductive success."" is incorrect.
Choice ""Choice ""Guarding the nest increases the chances that the female will be injured by a snake."" is incorrect."" is incorrect.
Choice ""Guarding her nest may increase the chances that the female skink will be injured by a snake. But the passage does not support the claim that the female can increase her reproductive success by being injured by a snake. An injury could kill or permanently harm the female skink. This could decrease her reproductive success."" is incorrect.
Choice ""Choice ""Guarding the nest increases the chances that the female will lay more eggs."" is incorrect."" is incorrect.
Choice ""Laying more eggs could increase the chances that the female skink will have more offspring. This could increase her reproductive success. But the passage does not discuss the chances that the female will lay more eggs. So, the passage does not support this claim."" is incorrect.",closed choice,grade8,natural science,literacy-in-science,Adaptations and natural selection,How can animal behaviors affect reproductive success? Identify evidence to support a claim
train_02336,images/train/train_02336.png,"Why might grooming eggs increase the reproductive success of a female European earwig? Complete the claim below that answers this question and is best supported by the passage.
Grooming eggs increases the chances that ().","[""the female will spend time near her offspring"", ""the female will produce more eggs"", ""the female's offspring will survive""]",3,2,"Animals often behave in certain ways that can increase their reproductive success. Read the passage about a specific animal behavior. Then, follow the instructions below.

European earwigs are small insects that raise their offspring in cool, moist soil. After earwigs mate, females lay their eggs in underground nests. Females often groom, or clean, their eggs. The females lick their eggs and turn them over in the nest to groom them.
When female earwigs groom eggs, the eggs hatch more often. This is because grooming helps to remove mold from the surface of the eggs. Mold often lives in the soil around the nest and can infect and kill the eggs.
Figure: a female European earwig caring for her eggs.","Animals increase their reproductive success when they have offspring that survive to reproduce.
Animals can increase their chances of having offspring by behaving in ways that help them get partners to mate and reproduce with. These partners are called mates. For example, animals may make special sounds, perform specific dances, or show off bright colors to attract mates. Animals may also compete with each other for mates.
Animals can increase the chances that their offspring will survive to reproduce by caring for and protecting them. For example, animals may feed their offspring or guard them from predators. These behaviors increase the chances that the offspring will survive to adulthood, when they can reproduce.
Many behaviors can increase the chances that animals will have offspring that survive to reproduce. But the behaviors cannot guarantee that the animals will have greater reproductive success. Animals that attract or compete for mates won't always successfully mate and reproduce, and offspring that are fed and protected won't always survive to adulthood.","Look for the part of the passage that describes the effect of grooming eggs. Use this information to determine why this behavior can increase the reproductive success of the female European earwig.
Choice ""European earwigs are small insects that raise their offspring in cool, moist soil. After earwigs mate, females lay their eggs in underground nests. Females often groom, or clean, their eggs. The females lick their eggs and turn them over in the nest to groom them."" is incorrect.
Choice ""When female earwigs groom eggs, the eggs hatch more often. This is because grooming helps to remove mold from the surface of the eggs. Mold often lives in the soil around the nest and can infect and kill the eggs."" is incorrect.
Choice ""Choice ""Grooming eggs increases the chances that the female's offspring will survive."" is incorrect."" is correct.
Choice ""According to the underlined text, grooming eggs helps remove mold from the surface of the eggs. So, by grooming eggs, the female earwig decreases the chances that mold will infect and kill the eggs. This increases the chances that the female's offspring will survive, which can increase her reproductive success."" is incorrect.
Choice ""Choice ""Grooming eggs increases the chances that the female will spend time near her offspring."" is incorrect."" is incorrect.
Choice ""To increase her reproductive success, the female earwig needs to have offspring that survive to reproduce. Spending time near her offspring does not directly increase the female's chances of producing offspring that survive to reproduce. So, spending time near her offspring is not why grooming eggs increases the female's reproductive success."" is incorrect.
Choice ""Choice ""Grooming eggs increases the chances that the female will produce more eggs."" is incorrect."" is incorrect.
Choice ""Producing more eggs could increase the chances that the female earwig will have more surviving offspring. This could increase her reproductive success. But the passage does not discuss the chances that the female will produce more eggs. So, the passage does not support this claim."" is incorrect.",closed choice,grade8,natural science,literacy-in-science,Adaptations and natural selection,How can animal behaviors affect reproductive success? Identify evidence to support a claim
train_03216,images/train/train_03216.png,"Based on the text, which of the following things made the passenger pigeon migration a special event?","[""The migration caused warmer weather and forest growth."", ""Only people in Florida and Texas could see the migration."", ""The migration only happened every one hundred years."", ""The sun was blocked out by huge flocks of birds.""]",4,3,"Read the text about passenger pigeons.
Imagine the year 1800. The sky roars with a great clamor, like the sound of a thousand trains. The daytime sky becomes dark as sunlight is blotted out. Is it a terrible thunderstorm? No, it's actually a flock of thousands of passenger pigeons zooming overhead! Hundreds of years ago, there were three to five billion passenger pigeons in America, and the incredible sight of a flock's flight was a regular event. Sadly, passenger pigeons are extinct. None are left today.
Passenger pigeons were a migratory bird. Migratory birds move about from season to season searching for places to nest and feed. The passenger pigeon migration ranged from Canada all the way to Texas and Florida. During a migration, thousands of birds would fly together from morning to night for several days. People reported seeing flocks as large as a mile wide! The migrations took place in spring and fall, when warmer weather brought forests to life with fresh food sources like nuts, seeds, berries, and insects.
At first, it seemed as though passenger pigeons were an endless supply of tasty meat. When a massive flock passed by, hunters could easily catch a few passenger pigeons without affecting the others. But later, hunters would travel to find nesting sites. A passenger pigeon nesting site might contain over one million birds. The birds usually nested close together, and hunters found them to be easy targets.
Eventually this overhunting destroyed the pigeon population. The last known passenger pigeon in the world died at the Cincinnati Zoological Garden in 1914. The pigeon, named Martha, was twenty-nine years old. Although the extinction of the passenger pigeon is a terrible loss, it did have one happy result: it pushed people to create wildlife protection laws to protect other creatures from a similar fate.",,"This detail made the passenger pigeon migration a special event:
The sun was blocked out by huge flocks of birds.
The first paragraph states that the daytime sky became dark as sunlight was blotted out by the pigeons.
These things are not stated in the text:
Only people in Florida and Texas could see the migration.
The migration only happened every one hundred years.
The migration caused warmer weather and forest growth.",closed choice,grade5,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
train_07464,images/train/train_07464.png,What is the probability that a watermelon plant produced by this cross will be heterozygous for the ground spot color gene?,"[""1/4"", ""3/4"", ""0/4"", ""2/4"", ""4/4""]",5,3,"This passage describes the ground spot color trait in watermelon plants:
Watermelon plants grow with their fruit resting on the ground. Over time, the bottom of each fruit develops a white or yellow spot called a ground spot. In some types of watermelon plants, the color of the ground spot is an inherited trait.
In a group of watermelon plants, some individuals have a yellow ground spot and others have a white ground spot. In this group, the gene for the ground spot color trait has two alleles. The allele for a yellow ground spot (G) is dominant over the allele for a white ground spot (g).
This Punnett square shows a cross between two watermelon plants.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_02324,images/train/train_02324.png,What is the probability that a fruit fly produced by this cross will be homozygous dominant for the antenna type gene?,"[""0/4"", ""1/4"", ""4/4"", ""2/4"", ""3/4""]",5,1,"This passage describes the antenna type trait in fruit flies:
Most fruit flies have a pair of antennae on their head. But, some flies appear to have an extra pair of legs on their head instead! These flies have a mutation, or change, in a gene that affects body development. This mutation makes the cells in the fly's head form mutated antennae that are like legs.
In a group of fruit flies, some individuals have mutated antennae and others have normal antennae. In this group, the gene for the antenna type trait has two alleles. The allele for mutated antennae (A) is dominant over the allele for normal antennae (a).
This Punnett square shows a cross between two fruit flies.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_03672,images/train/train_03672.png,What is the probability that a Cepaea snail produced by this cross will be homozygous recessive for the shell banding gene?,"[""4/4"", ""0/4"", ""1/4"", ""3/4"", ""2/4""]",5,1,"This passage describes the shell banding trait in Cepaea snails:
Cepaea snails live on land in many parts of Europe. The shells of Cepaea snails can have different colors and patterns. Banded shells have dark bands, or stripes, that spiral around their surfaces. Unbanded shells do not have bands.
In a group of Cepaea snails, some individuals have a banded shell and others have an unbanded shell. In this group, the gene for the shell banding trait has two alleles. The allele for an unbanded shell (b) is recessive to the allele for a banded shell (B).
This Punnett square shows a cross between two Cepaea snails.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_00006,images/train/train_00006.png,What is the probability that a goat produced by this cross will be homozygous dominant for the myotonia congenita gene?,"[""1/4"", ""0/4"", ""4/4"", ""2/4"", ""3/4""]",5,0,"This passage describes the myotonia congenita trait in goats:
Myotonia congenita is a condition that causes temporary muscle stiffness. When goats with myotonia congenita attempt to run from a resting position, their leg muscles often stiffen, causing them to fall over. Because of this behavior, these goats are referred to as fainting goats. Myotonia congenita is also found in other mammals, including horses, cats, and humans.
In a group of goats, some individuals have myotonia congenita and others do not. In this group, the gene for the myotonia congenita trait has two alleles. The allele for having myotonia congenita (M) is dominant over the allele for not having myotonia congenita (m).
This Punnett square shows a cross between two goats.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_11068,images/train/train_11068.png,"Complete the text.
The Abbasid (uh-BAH-sid) Caliphate started to rule around () years after the death of Muhammad. The Abbasid caliphs came to power during the Abbasid Revolution, when many different people were unhappy with the way the () caliphs before them ruled.","[""70 . . . Umayyad"", ""120 . . . Umayyad"", ""120 . . . Rightly Guided"", ""70 . . . Rightly Guided""]",4,1,"The first empires ruled by Muslim leaders are called caliphates (KAY-lif-ayts). A caliphate was meant to be the main religious and political empire for the Muslim community at that time. Caliphates were ruled by leaders called caliphs (KAY-lifs).
There have been many competing caliphates in history. Look at the timeline of some of the earliest caliphates. Then complete the text below.",,"Look at the table showing the events from the timeline:
632 Muhammad, the founder and most important prophet in the religion of Islam, dies.
632–685 The first four caliphs, called the Rightly Guided Caliphs, rule.
685–750 The Umayyad Caliphate rules.
750–945 The Abbasid Caliphate rules.
910 The Fatimid Caliphate begins in North Africa.
According to the table, Muhammad, the founder of Islam, died in 632. The table also shows that the Abbasid Caliphate started to rule around the year 750. To calculate how many years are between 750 and 632, use subtraction:
So, the Abbasid Caliphate started to rule in 750, around 120 years after the death of Muhammad in 632. The timeline also shows that the Abbasids came to power after the Abbasid Revolution, which ended the Umayyad Caliphate.",closed choice,grade6,social science,world-history,Islamic empires,Early Islamic caliphates
train_12520,images/train/train_12520.png,What is the probability that a pea plant produced by this cross will be homozygous recessive for the pod shape gene?,"[""0/4"", ""3/4"", ""2/4"", ""1/4"", ""4/4""]",5,0,"This passage describes the pod shape trait in pea plants:
Pea plants protect their seeds in pouch-like cases called pods. Some pea plants grow inflated pods, which are smooth. Other pea plants grow constricted pods, which are bumpy.
In a group of pea plants, some individuals have inflated pods and others have constricted pods. In this group, the gene for the pod shape trait has two alleles. The allele for inflated pods (D) is dominant over the allele for constricted pods (d).
This Punnett square shows a cross between two pea plants.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_11218,images/train/train_11218.png,What is the probability that a pea plant produced by this cross will be homozygous dominant for the flower position gene?,"[""1/4"", ""0/4"", ""2/4"", ""3/4"", ""4/4""]",5,0,"This passage describes the flower position trait in pea plants:
Flowers can grow in different positions on a pea plant's stem. Axial flowers are in the middle of the plant's stem. Terminal flowers are at the tip of the stem.
In a group of pea plants, some individuals have axial flowers and others have terminal flowers. In this group, the gene for the flower position trait has two alleles. The allele for terminal flowers (f) is recessive to the allele for axial flowers (F).
This Punnett square shows a cross between two pea plants.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_05607,images/train/train_05607.png,What is the probability that a sheep produced by this cross will be homozygous dominant for the fleece type gene?,"[""0/4"", ""1/4"", ""3/4"", ""2/4"", ""4/4""]",5,0,"This passage describes the fleece type trait in sheep:
The fleece, or outer coat, of a sheep is often cut off and used to make yarn for fabrics and other textiles. Woolly fleeces, which have shorter hairs, are usually used for clothing and blankets. Hairy fleeces, which have longer hairs, are usually used for carpets.
In a group of sheep, some individuals have a hairy fleece and others have a woolly fleece. In this group, the gene for the fleece type trait has two alleles. The allele for a woolly fleece (f) is recessive to the allele for a hairy fleece (F).
This Punnett square shows a cross between two sheep.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_08803,images/train/train_08803.png,What is the probability that an American curl cat produced by this cross will be homozygous dominant for the ear type gene?,"[""1/4"", ""3/4"", ""4/4"", ""2/4"", ""0/4""]",5,0,"In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele for straight ears (e) is recessive to the allele for curled ears (E).
This Punnett square shows a cross between two American curl cats.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_05726,images/train/train_05726.png,What is the probability that a human produced by this cross will be homozygous recessive for the xeroderma pigmentosum gene?,"[""3/4"", ""2/4"", ""4/4"", ""0/4"", ""1/4""]",5,1,"This passage describes the xeroderma pigmentosum trait in humans:
Xeroderma pigmentosum is a condition that causes skin to be easily damaged by sunlight. Humans with xeroderma pigmentosum avoid exposure to sunlight by wearing protective clothing, using sunscreen, and not going outside during the day.
In a group of humans, some individuals have xeroderma pigmentosum and others do not. In this group, the gene for the xeroderma pigmentosum trait has two alleles. The allele for not having xeroderma pigmentosum (E) is dominant over the allele for having xeroderma pigmentosum (e).
This Punnett square shows a cross between two humans.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_09621,images/train/train_09621.png,What is the probability that a cat produced by this cross will be heterozygous for the agouti fur gene?,"[""4/4"", ""1/4"", ""0/4"", ""2/4"", ""3/4""]",5,2,"This passage describes the agouti fur trait in cats:
Agouti is a fur pattern that is found in many mammals, including cats. When a cat has agouti fur, each of its hairs has bands of different colors. These bands give the cat's coat a striped or swirled pattern. When a cat does not have agouti fur, each of its hairs is a single color.
In a group of cats, some individuals have agouti fur and others do not. In this group, the gene for the agouti fur trait has two alleles. The allele for having agouti fur (A) is dominant over the allele for not having agouti fur (a).
This Punnett square shows a cross between two cats.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_00887,images/train/train_00887.png,What is the expected ratio of offspring that have coat graying to offspring that do not have coat graying? Choose the most likely ratio.,"[""3:1"", ""0:4"", ""2:2"", ""4:0"", ""1:3""]",5,3,"This passage describes the coat graying trait in horses:
Your hair may turn gray or white as you grow older. Some horses go through a similar process called coat graying as they age. These horses are usually a darker color, such as brown or black, when they are born. Over time, the hairs of their coats lose their original color and become gray or white.
In a group of horses, some individuals have coat graying and others do not. In this group, the gene for the coat graying trait has two alleles. The allele for having a graying coat (G) is dominant over the allele for not having a graying coat (g).
This Punnett square shows a cross between two horses.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have coat graying, consider whether each phenotype is the dominant or recessive allele's version of the coat graying trait. The question tells you that the G allele, which is for having a graying coat, is dominant over the g allele, which is for not having a graying coat.
Having a graying coat is the dominant allele's version of the coat graying trait. A horse with the dominant version of the coat graying trait must have at least one dominant allele for the coat graying gene. So, offspring that have coat graying must have the genotype GG or Gg.
All 4 boxes in the Punnett square have the genotype GG or Gg.
Not having a graying coat is the recessive allele's version of the coat graying trait. A horse with the recessive version of the coat graying trait must have only recessive alleles for the coat graying gene. So, offspring that do not have coat graying must have the genotype gg.
There are 0 boxes in the Punnett square with the genotype gg.
So, the expected ratio of offspring that have coat graying to offspring that do not have coat graying is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that have coat graying. This cross is expected to never produce offspring that do not have coat graying.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_04332,images/train/train_04332.png,What is the expected ratio of offspring that have myotonia congenita to offspring that do not have myotonia congenita? Choose the most likely ratio.,"[""3:1"", ""4:0"", ""2:2"", ""0:4"", ""1:3""]",5,2,"This passage describes the myotonia congenita trait in goats:
Myotonia congenita is a condition that causes temporary muscle stiffness. When goats with myotonia congenita attempt to run from a resting position, their leg muscles often stiffen, causing them to fall over. Because of this behavior, these goats are referred to as fainting goats. Myotonia congenita is also found in other mammals, including horses, cats, and humans.
In a group of goats, some individuals have myotonia congenita and others do not. In this group, the gene for the myotonia congenita trait has two alleles. The allele for not having myotonia congenita (m) is recessive to the allele for having myotonia congenita (M).
This Punnett square shows a cross between two goats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have myotonia congenita, consider whether each phenotype is the dominant or recessive allele's version of the myotonia congenita trait. The question tells you that the m allele, which is for not having myotonia congenita, is recessive to the M allele, which is for having myotonia congenita.
Having myotonia congenita is the dominant allele's version of the myotonia congenita trait. A goat with the dominant version of the myotonia congenita trait must have at least one dominant allele for the myotonia congenita gene. So, offspring that have myotonia congenita must have the genotype MM or Mm.
There are 2 boxes in the Punnett square with the genotype MM or Mm. These boxes are highlighted below.
Not having myotonia congenita is the recessive allele's version of the myotonia congenita trait. A goat with the recessive version of the myotonia congenita trait must have only recessive alleles for the myotonia congenita gene. So, offspring that do not have myotonia congenita must have the genotype mm.
There are 2 boxes in the Punnett square with the genotype mm. These boxes are highlighted below.
So, the expected ratio of offspring that have myotonia congenita to offspring that do not have myotonia congenita is 2:2. This means that, on average, this cross will produce 2 offspring that have myotonia congenita for every 2 offspring that do not have myotonia congenita.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_04556,images/train/train_04556.png,What is the probability that a rainbow trout produced by this cross will be homozygous recessive for the body color gene?,"[""0/4"", ""3/4"", ""4/4"", ""2/4"", ""1/4""]",5,0,"In a group of rainbow trout, some individuals have a greenish-brown body and others have a blue body. In this group, the gene for the body color trait has two alleles. The allele for a blue body (b) is recessive to the allele for a greenish-brown body (B).
This Punnett square shows a cross between two rainbow trout.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_07522,images/train/train_07522.png,What is the probability that a budgerigar parakeet produced by this cross will be heterozygous for the body feather color gene?,"[""0/4"", ""2/4"", ""3/4"", ""1/4"", ""4/4""]",5,0,"In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for blue body feathers (b) is recessive to the allele for green body feathers (B).
This Punnett square shows a cross between two budgerigar parakeets.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_05975,images/train/train_05975.png,What is the expected ratio of offspring that have Thomsen disease to offspring that do not have Thomsen disease? Choose the most likely ratio.,"[""2:2"", ""1:3"", ""3:1"", ""4:0"", ""0:4""]",5,0,"This passage describes the Thomsen disease trait in humans:
Thomsen disease is a condition that causes temporary muscle stiffness. When a human with Thomsen disease first contracts a resting muscle, the muscle is slow to relax and may stay contracted for a while. But after repeated use, the muscle can contract and relax normally. This is known as the warm-up effect.
In a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele for having Thomsen disease (M) is dominant over the allele for not having Thomsen disease (m).
This Punnett square shows a cross between two humans.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have Thomsen disease, consider whether each phenotype is the dominant or recessive allele's version of the Thomsen disease trait. The question tells you that the M allele, which is for having Thomsen disease, is dominant over the m allele, which is for not having Thomsen disease.
Having Thomsen disease is the dominant allele's version of the Thomsen disease trait. A human with the dominant version of the Thomsen disease trait must have at least one dominant allele for the Thomsen disease gene. So, offspring that have Thomsen disease must have the genotype MM or Mm.
There are 2 boxes in the Punnett square with the genotype MM or Mm. These boxes are highlighted below.
Not having Thomsen disease is the recessive allele's version of the Thomsen disease trait. A human with the recessive version of the Thomsen disease trait must have only recessive alleles for the Thomsen disease gene. So, offspring that do not have Thomsen disease must have the genotype mm.
There are 2 boxes in the Punnett square with the genotype mm. These boxes are highlighted below.
So, the expected ratio of offspring that have Thomsen disease to offspring that do not have Thomsen disease is 2:2. This means that, on average, this cross will produce 2 offspring that have Thomsen disease for every 2 offspring that do not have Thomsen disease.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_12442,images/train/train_12442.png,What is the expected ratio of offspring that have Thomsen disease to offspring that do not have Thomsen disease? Choose the most likely ratio.,"[""2:2"", ""4:0"", ""0:4"", ""3:1"", ""1:3""]",5,0,"This passage describes the Thomsen disease trait in humans:
Thomsen disease is a condition that causes temporary muscle stiffness. When a human with Thomsen disease first contracts a resting muscle, the muscle is slow to relax and may stay contracted for a while. But after repeated use, the muscle can contract and relax normally. This is known as the warm-up effect.
In a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele for not having Thomsen disease (m) is recessive to the allele for having Thomsen disease (M).
This Punnett square shows a cross between two humans.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have Thomsen disease, consider whether each phenotype is the dominant or recessive allele's version of the Thomsen disease trait. The question tells you that the m allele, which is for not having Thomsen disease, is recessive to the M allele, which is for having Thomsen disease.
Having Thomsen disease is the dominant allele's version of the Thomsen disease trait. A human with the dominant version of the Thomsen disease trait must have at least one dominant allele for the Thomsen disease gene. So, offspring that have Thomsen disease must have the genotype MM or Mm.
There are 2 boxes in the Punnett square with the genotype MM or Mm. These boxes are highlighted below.
Not having Thomsen disease is the recessive allele's version of the Thomsen disease trait. A human with the recessive version of the Thomsen disease trait must have only recessive alleles for the Thomsen disease gene. So, offspring that do not have Thomsen disease must have the genotype mm.
There are 2 boxes in the Punnett square with the genotype mm. These boxes are highlighted below.
So, the expected ratio of offspring that have Thomsen disease to offspring that do not have Thomsen disease is 2:2. This means that, on average, this cross will produce 2 offspring that have Thomsen disease for every 2 offspring that do not have Thomsen disease.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_09049,images/train/train_09049.png,What is the probability that a rainbow trout produced by this cross will be homozygous dominant for the body color gene?,"[""1/4"", ""0/4"", ""2/4"", ""4/4"", ""3/4""]",5,1,"In a group of rainbow trout, some individuals have a greenish-brown body and others have a blue body. In this group, the gene for the body color trait has two alleles. The allele for a greenish-brown body (B) is dominant over the allele for a blue body (b).
This Punnett square shows a cross between two rainbow trout.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_08454,images/train/train_08454.png,What is the expected ratio of offspring that have Marfan syndrome to offspring that do not have Marfan syndrome? Choose the most likely ratio.,"[""2:2"", ""4:0"", ""0:4"", ""1:3"", ""3:1""]",5,1,"This passage describes the Marfan syndrome trait in humans:
Marfan syndrome is a condition that affects a protein called fibrillin. Fibrillin helps support many parts of the human body and also affects growth. Humans with Marfan syndrome tend to be taller than average and have long limbs, fingers, and toes. They may also have heart problems and other organ issues.
In a group of humans, some individuals have Marfan syndrome and others do not. In this group, the gene for the Marfan syndrome trait has two alleles. The allele for having Marfan syndrome (M) is dominant over the allele for not having Marfan syndrome (m).
This Punnett square shows a cross between two humans.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have Marfan syndrome, consider whether each phenotype is the dominant or recessive allele's version of the Marfan syndrome trait. The question tells you that the M allele, which is for having Marfan syndrome, is dominant over the m allele, which is for not having Marfan syndrome.
Having Marfan syndrome is the dominant allele's version of the Marfan syndrome trait. A human with the dominant version of the Marfan syndrome trait must have at least one dominant allele for the Marfan syndrome gene. So, offspring that have Marfan syndrome must have the genotype MM or Mm.
All 4 boxes in the Punnett square have the genotype MM or Mm.
Not having Marfan syndrome is the recessive allele's version of the Marfan syndrome trait. A human with the recessive version of the Marfan syndrome trait must have only recessive alleles for the Marfan syndrome gene. So, offspring that do not have Marfan syndrome must have the genotype mm.
There are 0 boxes in the Punnett square with the genotype mm.
So, the expected ratio of offspring that have Marfan syndrome to offspring that do not have Marfan syndrome is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that have Marfan syndrome. This cross is expected to never produce offspring that do not have Marfan syndrome.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_12421,images/train/train_12421.png,What is the expected ratio of offspring that do not have Marfan syndrome to offspring that have Marfan syndrome? Choose the most likely ratio.,"[""4:0"", ""0:4"", ""3:1"", ""1:3"", ""2:2""]",5,1,"This passage describes the Marfan syndrome trait in humans:
Marfan syndrome is a condition that affects a protein called fibrillin. Fibrillin helps support many parts of the human body and also affects growth. Humans with Marfan syndrome tend to be taller than average and have long limbs, fingers, and toes. They may also have heart problems and other organ issues.
In a group of humans, some individuals have Marfan syndrome and others do not. In this group, the gene for the Marfan syndrome trait has two alleles. The allele for having Marfan syndrome (M) is dominant over the allele for not having Marfan syndrome (m).
This Punnett square shows a cross between two humans.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have Marfan syndrome, consider whether each phenotype is the dominant or recessive allele's version of the Marfan syndrome trait. The question tells you that the M allele, which is for having Marfan syndrome, is dominant over the m allele, which is for not having Marfan syndrome.
Not having Marfan syndrome is the recessive allele's version of the Marfan syndrome trait. A human with the recessive version of the Marfan syndrome trait must have only recessive alleles for the Marfan syndrome gene. So, offspring that do not have Marfan syndrome must have the genotype mm.
There are 0 boxes in the Punnett square with the genotype mm.
Having Marfan syndrome is the dominant allele's version of the Marfan syndrome trait. A human with the dominant version of the Marfan syndrome trait must have at least one dominant allele for the Marfan syndrome gene. So, offspring that have Marfan syndrome must have the genotype MM or Mm.
All 4 boxes in the Punnett square have the genotype MM or Mm.
So, the expected ratio of offspring that do not have Marfan syndrome to offspring that have Marfan syndrome is 0:4. This means that, based on the Punnett square, this cross will never produce offspring that do not have Marfan syndrome. Instead, this cross is expected to always produce offspring that have Marfan syndrome.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_07947,images/train/train_07947.png,What is the probability that a budgerigar parakeet produced by this cross will be heterozygous for the body feather color gene?,"[""1/4"", ""0/4"", ""4/4"", ""3/4"", ""2/4""]",5,1,"In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for green body feathers (B) is dominant over the allele for blue body feathers (b).
This Punnett square shows a cross between two budgerigar parakeets.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_03445,images/train/train_03445.png,What is the expected ratio of offspring that have Marfan syndrome to offspring that do not have Marfan syndrome? Choose the most likely ratio.,"[""3:1"", ""2:2"", ""4:0"", ""0:4"", ""1:3""]",5,1,"This passage describes the Marfan syndrome trait in humans:
Marfan syndrome is a condition that affects a protein called fibrillin. Fibrillin helps support many parts of the human body and also affects growth. Humans with Marfan syndrome tend to be taller than average and have long limbs, fingers, and toes. They may also have heart problems and other organ issues.
In a group of humans, some individuals have Marfan syndrome and others do not. In this group, the gene for the Marfan syndrome trait has two alleles. The allele for having Marfan syndrome (M) is dominant over the allele for not having Marfan syndrome (m).
This Punnett square shows a cross between two humans.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have Marfan syndrome, consider whether each phenotype is the dominant or recessive allele's version of the Marfan syndrome trait. The question tells you that the M allele, which is for having Marfan syndrome, is dominant over the m allele, which is for not having Marfan syndrome.
Having Marfan syndrome is the dominant allele's version of the Marfan syndrome trait. A human with the dominant version of the Marfan syndrome trait must have at least one dominant allele for the Marfan syndrome gene. So, offspring that have Marfan syndrome must have the genotype MM or Mm.
There are 2 boxes in the Punnett square with the genotype MM or Mm. These boxes are highlighted below.
Not having Marfan syndrome is the recessive allele's version of the Marfan syndrome trait. A human with the recessive version of the Marfan syndrome trait must have only recessive alleles for the Marfan syndrome gene. So, offspring that do not have Marfan syndrome must have the genotype mm.
There are 2 boxes in the Punnett square with the genotype mm. These boxes are highlighted below.
So, the expected ratio of offspring that have Marfan syndrome to offspring that do not have Marfan syndrome is 2:2. This means that, on average, this cross will produce 2 offspring that have Marfan syndrome for every 2 offspring that do not have Marfan syndrome.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_10355,images/train/train_10355.png,What is the expected ratio of offspring that have agouti fur to offspring that do not have agouti fur? Choose the most likely ratio.,"[""3:1"", ""2:2"", ""1:3"", ""0:4"", ""4:0""]",5,4,"This passage describes the agouti fur trait in cats:
Agouti is a fur pattern that is found in many mammals, including cats. When a cat has agouti fur, each of its hairs has bands of different colors. These bands give the cat's coat a striped or swirled pattern. When a cat does not have agouti fur, each of its hairs is a single color.
In a group of cats, some individuals have agouti fur and others do not. In this group, the gene for the agouti fur trait has two alleles. The allele for not having agouti fur (a) is recessive to the allele for having agouti fur (A).
This Punnett square shows a cross between two cats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have agouti fur, consider whether each phenotype is the dominant or recessive allele's version of the agouti fur trait. The question tells you that the a allele, which is for not having agouti fur, is recessive to the A allele, which is for having agouti fur.
Having agouti fur is the dominant allele's version of the agouti fur trait. A cat with the dominant version of the agouti fur trait must have at least one dominant allele for the agouti fur gene. So, offspring that have agouti fur must have the genotype AA or Aa.
All 4 boxes in the Punnett square have the genotype AA or Aa.
Not having agouti fur is the recessive allele's version of the agouti fur trait. A cat with the recessive version of the agouti fur trait must have only recessive alleles for the agouti fur gene. So, offspring that do not have agouti fur must have the genotype aa.
There are 0 boxes in the Punnett square with the genotype aa.
So, the expected ratio of offspring that have agouti fur to offspring that do not have agouti fur is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that have agouti fur. This cross is expected to never produce offspring that do not have agouti fur.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_06203,images/train/train_06203.png,What is the probability that a pea plant produced by this cross will be homozygous dominant for the stem height gene?,"[""1/4"", ""0/4"", ""4/4"", ""2/4"", ""3/4""]",5,0,"In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele for a short stem (h) is recessive to the allele for a tall stem (H).
This Punnett square shows a cross between two pea plants.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_08627,images/train/train_08627.png,What is the probability that a pea plant produced by this cross will be homozygous recessive for the pod color gene?,"[""1/4"", ""4/4"", ""3/4"", ""2/4"", ""0/4""]",5,3,"In a group of pea plants, some individuals have green pods and others have yellow pods. In this group, the gene for the pod color trait has two alleles. The allele for green pods (D) is dominant over the allele for yellow pods (d).
This Punnett square shows a cross between two pea plants.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_09042,images/train/train_09042.png,What is the probability that an American curl cat produced by this cross will be heterozygous for the ear type gene?,"[""0/4"", ""3/4"", ""2/4"", ""4/4"", ""1/4""]",5,2,"In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele for straight ears (e) is recessive to the allele for curled ears (E).
This Punnett square shows a cross between two American curl cats.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_01964,images/train/train_01964.png,What is the probability that a fruit fly produced by this cross will be homozygous dominant for the eye color gene?,"[""2/4"", ""0/4"", ""4/4"", ""1/4"", ""3/4""]",5,0,"In a group of fruit flies, some individuals have red eyes and others have brown eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for brown eyes (e).
This Punnett square shows a cross between two fruit flies.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_07404,images/train/train_07404.png,What is the probability that an ornamental gourd plant produced by this cross will be heterozygous for the fruit color gene?,"[""4/4"", ""0/4"", ""3/4"", ""2/4"", ""1/4""]",5,3,"In a group of ornamental gourd plants, some individuals have yellow fruit and others have green fruit. In this group, the gene for the fruit color trait has two alleles. The allele for green fruit (f) is recessive to the allele for yellow fruit (F).
This Punnett square shows a cross between two ornamental gourd plants.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_09343,images/train/train_09343.png,What is the probability that a Labrador retriever produced by this cross will be homozygous recessive for the fur color gene?,"[""1/4"", ""2/4"", ""0/4"", ""3/4"", ""4/4""]",5,2,"In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).
This Punnett square shows a cross between two Labrador retrievers.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_08766,images/train/train_08766.png,What is the expected ratio of offspring that do not have Bekko patterning to offspring that have Bekko patterning? Choose the most likely ratio.,"[""4:0"", ""3:1"", ""0:4"", ""2:2"", ""1:3""]",5,0,"This passage describes the Bekko patterning trait in koi fish:
The Bekko pattern is a pattern of colors found on the bodies of some koi fish. A koi fish with Bekko patterning has black patches all over its body. A koi fish without Bekko patterning does not have these patches.
In a group of koi fish, some individuals have Bekko patterning and others do not. In this group, the gene for the Bekko patterning trait has two alleles. The allele for having Bekko patterning (B) is dominant over the allele for not having Bekko patterning (b).
This Punnett square shows a cross between two koi fish.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have Bekko patterning, consider whether each phenotype is the dominant or recessive allele's version of the Bekko patterning trait. The question tells you that the B allele, which is for having Bekko patterning, is dominant over the b allele, which is for not having Bekko patterning.
Not having Bekko patterning is the recessive allele's version of the Bekko patterning trait. A koi fish with the recessive version of the Bekko patterning trait must have only recessive alleles for the Bekko patterning gene. So, offspring that do not have Bekko patterning must have the genotype bb.
All 4 boxes in the Punnett square have the genotype bb.
Having Bekko patterning is the dominant allele's version of the Bekko patterning trait. A koi fish with the dominant version of the Bekko patterning trait must have at least one dominant allele for the Bekko patterning gene. So, offspring that have Bekko patterning must have the genotype BB or Bb.
There are 0 boxes in the Punnett square with the genotype BB or Bb.
So, the expected ratio of offspring that do not have Bekko patterning to offspring that have Bekko patterning is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that do not have Bekko patterning. This cross is expected to never produce offspring that have Bekko patterning.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_01748,images/train/train_01748.png,What is the probability that a dachshund dog produced by this cross will be homozygous dominant for the fur texture gene?,"[""1/4"", ""4/4"", ""3/4"", ""0/4"", ""2/4""]",5,3,"In a group of dachshund dogs, some individuals have rough fur and others have soft fur. In this group, the gene for the fur texture trait has two alleles. The allele for rough fur (F) is dominant over the allele for soft fur (f).
This Punnett square shows a cross between two dachshund dogs.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_05049,images/train/train_05049.png,What is the probability that a Labrador retriever produced by this cross will be homozygous dominant for the fur color gene?,"[""1/4"", ""0/4"", ""4/4"", ""2/4"", ""3/4""]",5,1,"In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).
This Punnett square shows a cross between two Labrador retrievers.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_00077,images/train/train_00077.png,What is the probability that a Nile tilapia fish produced by this cross will have a greenish-brown body?,"[""2/4"", ""3/4"", ""1/4"", ""0/4"", ""4/4""]",5,4,"In a group of Nile tilapia fish, some individuals have a greenish-brown body and others have a pink body. In this group, the gene for the body color trait has two alleles. The allele for a pink body (b) is recessive to the allele for a greenish-brown body (B).
This Punnett square shows a cross between two Nile tilapia fish.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_04688,images/train/train_04688.png,What is the expected ratio of offspring that have Huntington's disease to offspring that do not have Huntington's disease? Choose the most likely ratio.,"[""2:2"", ""1:3"", ""0:4"", ""4:0"", ""3:1""]",5,3,"This passage describes the Huntington's disease trait in humans:
Huntington's disease is a condition that causes the death of brain cells over time. This loss of cells interferes with brain function and may lead to uncontrolled movements, difficulty thinking, and changes in behavior.
In a group of humans, some individuals have Huntington's disease and others do not. In this group, the gene for the Huntington's disease trait has two alleles. The allele for having Huntington's disease (H) is dominant over the allele for not having Huntington's disease (h).
This Punnett square shows a cross between two humans.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have Huntington's disease, consider whether each phenotype is the dominant or recessive allele's version of the Huntington's disease trait. The question tells you that the H allele, which is for having Huntington's disease, is dominant over the h allele, which is for not having Huntington's disease.
Having Huntington's disease is the dominant allele's version of the Huntington's disease trait. A human with the dominant version of the Huntington's disease trait must have at least one dominant allele for the Huntington's disease gene. So, offspring that have Huntington's disease must have the genotype HH or Hh.
All 4 boxes in the Punnett square have the genotype HH or Hh.
Not having Huntington's disease is the recessive allele's version of the Huntington's disease trait. A human with the recessive version of the Huntington's disease trait must have only recessive alleles for the Huntington's disease gene. So, offspring that do not have Huntington's disease must have the genotype hh.
There are 0 boxes in the Punnett square with the genotype hh.
So, the expected ratio of offspring that have Huntington's disease to offspring that do not have Huntington's disease is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that have Huntington's disease. This cross is expected to never produce offspring that do not have Huntington's disease.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_12620,images/train/train_12620.png,What is the probability that a guppy produced by this cross will be homozygous recessive for the body color gene?,"[""1/4"", ""0/4"", ""4/4"", ""2/4"", ""3/4""]",5,2,"In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a gray body (B) is dominant over the allele for a golden body (b).
This Punnett square shows a cross between two guppies.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_07389,images/train/train_07389.png,What is the probability that a leopard produced by this cross will be homozygous dominant for the coat pattern gene?,"[""2/4"", ""4/4"", ""1/4"", ""0/4"", ""3/4""]",5,3,"In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a black coat (a) is recessive to the allele for a spotted coat (A).
This Punnett square shows a cross between two leopards.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_02484,images/train/train_02484.png,What is the probability that a pea plant produced by this cross will be heterozygous for the stem height gene?,"[""2/4"", ""1/4"", ""3/4"", ""0/4"", ""4/4""]",5,0,"In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele for a tall stem (H) is dominant over the allele for a short stem (h).
This Punnett square shows a cross between two pea plants.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_09296,images/train/train_09296.png,What is the probability that a goat produced by this cross will not have myotonia congenita?,"[""4/4"", ""2/4"", ""1/4"", ""0/4"", ""3/4""]",5,0,"This passage describes the myotonia congenita trait in goats:
Myotonia congenita is a condition that causes temporary muscle stiffness. When goats with myotonia congenita attempt to run from a resting position, their leg muscles often stiffen, causing them to fall over. Because of this behavior, these goats are referred to as fainting goats. Myotonia congenita is also found in other mammals, including horses, cats, and humans.
In a group of goats, some individuals have myotonia congenita and others do not. In this group, the gene for the myotonia congenita trait has two alleles. The allele for not having myotonia congenita (m) is recessive to the allele for having myotonia congenita (M).
This Punnett square shows a cross between two goats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_06364,images/train/train_06364.png,What is the probability that a human produced by this cross will not have Thomsen disease?,"[""3/4"", ""4/4"", ""1/4"", ""0/4"", ""2/4""]",5,3,"This passage describes the Thomsen disease trait in humans:
Thomsen disease is a condition that causes temporary muscle stiffness. When a human with Thomsen disease first contracts a resting muscle, the muscle is slow to relax and may stay contracted for a while. But after repeated use, the muscle can contract and relax normally. This is known as the warm-up effect.
In a group of humans, some individuals have Thomsen disease and others do not. In this group, the gene for the Thomsen disease trait has two alleles. The allele for not having Thomsen disease (m) is recessive to the allele for having Thomsen disease (M).
This Punnett square shows a cross between two humans.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_08910,images/train/train_08910.png,What is the probability that a cucumber plant produced by this cross will be heterozygous for the fruit sheen gene?,"[""4/4"", ""1/4"", ""3/4"", ""0/4"", ""2/4""]",5,3,"In a group of cucumber plants, some individuals have dull fruit and others have glossy fruit. In this group, the gene for the fruit sheen trait has two alleles. The allele for dull fruit (F) is dominant over the allele for glossy fruit (f).
This Punnett square shows a cross between two cucumber plants.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_02379,images/train/train_02379.png,What is the probability that a Syrian hamster produced by this cross will be heterozygous for the fur length gene?,"[""4/4"", ""3/4"", ""0/4"", ""1/4"", ""2/4""]",5,4,"In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for long fur (f) is recessive to the allele for short fur (F).
This Punnett square shows a cross between two Syrian hamsters.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_01457,images/train/train_01457.png,What is the probability that a Labrador retriever produced by this cross will be heterozygous for the fur color gene?,"[""3/4"", ""2/4"", ""4/4"", ""0/4"", ""1/4""]",5,2,"In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for black fur (F) is dominant over the allele for brown fur (f).
This Punnett square shows a cross between two Labrador retrievers.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_08554,images/train/train_08554.png,What is the probability that a cat produced by this cross will be homozygous dominant for the fur length gene?,"[""0/4"", ""4/4"", ""3/4"", ""1/4"", ""2/4""]",5,1,"In a group of cats, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for long fur (f) is recessive to the allele for short fur (F).
This Punnett square shows a cross between two cats.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_11345,images/train/train_11345.png,What is the probability that a cat produced by this cross will be homozygous recessive for the fur type gene?,"[""0/4"", ""1/4"", ""3/4"", ""4/4"", ""2/4""]",5,1,"In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele for curly fur (f) is recessive to the allele for straight fur (F).
This Punnett square shows a cross between two cats.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_02951,images/train/train_02951.png,What is the probability that a guppy produced by this cross will be heterozygous for the body color gene?,"[""0/4"", ""4/4"", ""2/4"", ""1/4"", ""3/4""]",5,2,"In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a gray body (B) is dominant over the allele for a golden body (b).
This Punnett square shows a cross between two guppies.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_08496,images/train/train_08496.png,What is the probability that a bitter melon plant produced by this cross will have light brown seeds?,"[""2/4"", ""4/4"", ""1/4"", ""3/4"", ""0/4""]",5,0,"In a group of bitter melon plants, some individuals have dark brown seeds and others have light brown seeds. In this group, the gene for the seed color trait has two alleles. The allele for dark brown seeds (D) is dominant over the allele for light brown seeds (d).
This Punnett square shows a cross between two bitter melon plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_11045,images/train/train_11045.png,What is the expected ratio of offspring that have albinism to offspring that do not have albinism? Choose the most likely ratio.,"[""2:2"", ""1:3"", ""3:1"", ""0:4"", ""4:0""]",5,1,"This passage describes the albinism trait in rats:
Albinism is a trait in many animals that prevents the production of melanin. Melanin is a pigment that colors the skin, eyes, hair, and other body parts. The more melanin an animal has, the darker its body parts are. Rats with albinism lack melanin, so they often have white fur and pink eyes.
In a group of rats, some individuals have albinism and others do not. In this group, the gene for the albinism trait has two alleles. The allele for not having albinism (A) is dominant over the allele for having albinism (a).
This Punnett square shows a cross between two rats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have albinism, consider whether each phenotype is the dominant or recessive allele's version of the albinism trait. The question tells you that the A allele, which is for not having albinism, is dominant over the a allele, which is for having albinism.
Having albinism is the recessive allele's version of the albinism trait. A rat with the recessive version of the albinism trait must have only recessive alleles for the albinism gene. So, offspring that have albinism must have the genotype aa.
There is 1 box in the Punnett square with the genotype aa. This box is highlighted below.
Not having albinism is the dominant allele's version of the albinism trait. A rat with the dominant version of the albinism trait must have at least one dominant allele for the albinism gene. So, offspring that do not have albinism must have the genotype AA or Aa.
There are 3 boxes in the Punnett square with the genotype AA or Aa. These boxes are highlighted below.
So, the expected ratio of offspring that have albinism to offspring that do not have albinism is 1:3. This means that, on average, this cross will produce 1 offspring that have albinism for every 3 offspring that do not have albinism.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_01029,images/train/train_01029.png,What is the expected ratio of offspring with mostly plain scales to offspring with mostly iridescent scales? Choose the most likely ratio.,"[""4:0"", ""0:4"", ""2:2"", ""1:3"", ""3:1""]",5,3,"This passage describes the iridescent scales trait in bettas:
A betta, or Siamese fighting fish, is a popular aquarium pet. Many bettas have shiny iridescent scales, which contain tiny crystals that reflect light. These crystals cause the fish's color to look slightly different when seen from different angles. Some bettas are covered in mostly iridescent scales. Other bettas have mostly plain, non-iridescent scales.
In a group of bettas, some individuals have mostly iridescent scales and others have mostly plain scales. In this group, the gene for the iridescent scales trait has two alleles. The allele for mostly iridescent scales (I) is dominant over the allele for mostly plain scales (i).
This Punnett square shows a cross between two bettas.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with mostly plain scales or mostly iridescent scales, consider whether each phenotype is the dominant or recessive allele's version of the iridescent scales trait. The question tells you that the I allele, which is for mostly iridescent scales, is dominant over the i allele, which is for mostly plain scales.
Mostly plain scales is the recessive allele's version of the iridescent scales trait. A betta with the recessive version of the iridescent scales trait must have only recessive alleles for the iridescent scales gene. So, offspring with mostly plain scales must have the genotype ii.
There is 1 box in the Punnett square with the genotype ii. This box is highlighted below.
Mostly iridescent scales is the dominant allele's version of the iridescent scales trait. A betta with the dominant version of the iridescent scales trait must have at least one dominant allele for the iridescent scales gene. So, offspring with mostly iridescent scales must have the genotype II or Ii.
There are 3 boxes in the Punnett square with the genotype II or Ii. These boxes are highlighted below.
So, the expected ratio of offspring with mostly plain scales to offspring with mostly iridescent scales is 1:3. This means that, on average, this cross will produce 1 offspring with mostly plain scales for every 3 offspring with mostly iridescent scales.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_00335,images/train/train_00335.png,What is the probability that a horse produced by this cross will be heterozygous for the coat color gene?,"[""2/4"", ""0/4"", ""1/4"", ""3/4"", ""4/4""]",5,1,"In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L).
This Punnett square shows a cross between two horses.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_10488,images/train/train_10488.png,What is the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece? Choose the most likely ratio.,"[""1:3"", ""3:1"", ""0:4"", ""4:0"", ""2:2""]",5,0,"This passage describes the fleece type trait in sheep:
The fleece, or outer coat, of a sheep is often cut off and used to make yarn for fabrics and other textiles. Woolly fleeces, which have shorter hairs, are usually used for clothing and blankets. Hairy fleeces, which have longer hairs, are usually used for carpets.
In a group of sheep, some individuals have a hairy fleece and others have a woolly fleece. In this group, the gene for the fleece type trait has two alleles. The allele for a hairy fleece (F) is dominant over the allele for a woolly fleece (f).
This Punnett square shows a cross between two sheep.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a woolly fleece or a hairy fleece, consider whether each phenotype is the dominant or recessive allele's version of the fleece type trait. The question tells you that the F allele, which is for a hairy fleece, is dominant over the f allele, which is for a woolly fleece.
A woolly fleece is the recessive allele's version of the fleece type trait. A sheep with the recessive version of the fleece type trait must have only recessive alleles for the fleece type gene. So, offspring with a woolly fleece must have the genotype ff.
There is 1 box in the Punnett square with the genotype ff. This box is highlighted below.
A hairy fleece is the dominant allele's version of the fleece type trait. A sheep with the dominant version of the fleece type trait must have at least one dominant allele for the fleece type gene. So, offspring with a hairy fleece must have the genotype FF or Ff.
There are 3 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.
So, the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece is 1:3. This means that, on average, this cross will produce 1 offspring with a woolly fleece for every 3 offspring with a hairy fleece.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_06291,images/train/train_06291.png,What is the probability that a cat produced by this cross will be heterozygous for the fur length gene?,"[""3/4"", ""0/4"", ""1/4"", ""4/4"", ""2/4""]",5,3,"In a group of cats, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for long fur (f) is recessive to the allele for short fur (F).
This Punnett square shows a cross between two cats.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_00262,images/train/train_00262.png,Which of the following could Dustin's test show?,"[""how steady a parachute with a 1 m vent was at 200 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""whether a parachute with a 1 m vent would swing too much at 400 km per hour""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Dustin was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Dustin put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02624,images/train/train_02624.png,Which of the following could Roger's test show?,"[""how steady a parachute with a 1 m vent was at 200 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""whether a parachute with a 1 m vent would swing too much at 400 km per hour""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Roger was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Roger put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_03980,images/train/train_03980.png,Which of the following could Steven's test show?,"[""whether a parachute with a 1 m vent would swing too much at 400 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""how steady a parachute with a 1 m vent was at 200 km per hour""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Steven was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Steven put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05128,images/train/train_05128.png,Which of the following could Scott's test show?,"[""how steady a parachute with a 1 m vent was at 200 km per hour"", ""whether a parachute with a 1 m vent would swing too much at 400 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Scott was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Scott put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05373,images/train/train_05373.png,Which of the following could Pete's test show?,"[""whether a parachute with a 1 m vent would swing too much at 400 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""how steady a parachute with a 1 m vent was at 200 km per hour""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Pete was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Pete put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06706,images/train/train_06706.png,Which of the following could Jordan's test show?,"[""how steady a parachute with a 1 m vent was at 200 km per hour"", ""whether a parachute with a 1 m vent would swing too much at 400 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Jordan was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Jordan put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07888,images/train/train_07888.png,Which of the following could Sandeep's test show?,"[""whether a parachute with a 1 m vent would swing too much at 400 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""how steady a parachute with a 1 m vent was at 200 km per hour""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Sandeep was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Sandeep put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08098,images/train/train_08098.png,Which of the following could Hakim's test show?,"[""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""how steady a parachute with a 1 m vent was at 200 km per hour"", ""whether a parachute with a 1 m vent would swing too much at 400 km per hour""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Hakim was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Hakim put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08544,images/train/train_08544.png,Which of the following could Stefan's test show?,"[""how steady a parachute with a 1 m vent was at 200 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""whether a parachute with a 1 m vent would swing too much at 400 km per hour""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Stefan was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Stefan put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08581,images/train/train_08581.png,Which of the following could Juan's test show?,"[""how steady a parachute with a 1 m vent was at 200 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""whether a parachute with a 1 m vent would swing too much at 400 km per hour""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Juan was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Juan put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10217,images/train/train_10217.png,Which of the following could Cooper's test show?,"[""whether a parachute with a 1 m vent would swing too much at 400 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""how steady a parachute with a 1 m vent was at 200 km per hour""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Cooper was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Cooper put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10262,images/train/train_10262.png,Which of the following could Dean's test show?,"[""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""whether a parachute with a 1 m vent would swing too much at 400 km per hour"", ""how steady a parachute with a 1 m vent was at 200 km per hour""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Dean was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Dean put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10530,images/train/train_10530.png,Which of the following could Owen's test show?,"[""whether a parachute with a 1 m vent would swing too much at 400 km per hour"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""how steady a parachute with a 1 m vent was at 200 km per hour""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Owen was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Owen put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_12064,images/train/train_12064.png,Which of the following could Franklin's test show?,"[""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"", ""how steady a parachute with a 1 m vent was at 200 km per hour"", ""whether a parachute with a 1 m vent would swing too much at 400 km per hour""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Franklin was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Franklin put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01728,images/train/train_01728.png,What is the probability that a chicken produced by this cross will be heterozygous for the leg color gene?,"[""1/4"", ""3/4"", ""4/4"", ""0/4"", ""2/4""]",5,4,"In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele for yellow legs (l) is recessive to the allele for white legs (L).
This Punnett square shows a cross between two chickens.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_00002,images/train/train_00002.png,Identify the question that Kathleen and Bryant's experiment can best answer.,"[""Does Kathleen's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"", ""Does Kathleen's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kathleen applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Bryant timed each ride. Kathleen and Bryant calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00714,images/train/train_00714.png,Identify the question that Devon and Jason's experiment can best answer.,"[""Does Devon's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"", ""Does Devon's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Devon applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Jason timed each ride. Devon and Jason calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_01008,images/train/train_01008.png,Identify the question that Emily and Herman's experiment can best answer.,"[""Does Emily's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Emily's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Emily applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Herman timed each ride. Emily and Herman calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_03165,images/train/train_03165.png,Identify the question that Mary and Harry's experiment can best answer.,"[""Does Mary's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Mary's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Mary applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Harry timed each ride. Mary and Harry calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04197,images/train/train_04197.png,Identify the question that Hannah and Liam's experiment can best answer.,"[""Does Hannah's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Hannah's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Hannah applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Liam timed each ride. Hannah and Liam calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06146,images/train/train_06146.png,Identify the question that Cara and Preston's experiment can best answer.,"[""Does Cara's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"", ""Does Cara's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Cara applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Preston timed each ride. Cara and Preston calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06401,images/train/train_06401.png,Identify the question that Myra and Nathan's experiment can best answer.,"[""Does Myra's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Myra's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Myra applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Nathan timed each ride. Myra and Nathan calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07844,images/train/train_07844.png,Identify the question that Madelyn and Evan's experiment can best answer.,"[""Does Madelyn's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"", ""Does Madelyn's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Madelyn applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Evan timed each ride. Madelyn and Evan calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08864,images/train/train_08864.png,Identify the question that Olivia and Jayce's experiment can best answer.,"[""Does Olivia's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"", ""Does Olivia's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Olivia applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Jayce timed each ride. Olivia and Jayce calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08972,images/train/train_08972.png,Identify the question that Ellen and Lamar's experiment can best answer.,"[""Does Ellen's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"", ""Does Ellen's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Ellen applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Lamar timed each ride. Ellen and Lamar calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09550,images/train/train_09550.png,Identify the question that Victoria and Nick's experiment can best answer.,"[""Does Victoria's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"", ""Does Victoria's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Victoria applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Nick timed each ride. Victoria and Nick calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09872,images/train/train_09872.png,Identify the question that Madelyn and Tucker's experiment can best answer.,"[""Does Madelyn's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Madelyn's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Madelyn applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Tucker timed each ride. Madelyn and Tucker calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10907,images/train/train_10907.png,Identify the question that Shivani and Paul's experiment can best answer.,"[""Does Shivani's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Shivani's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Shivani applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Paul timed each ride. Shivani and Paul calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12366,images/train/train_12366.png,Identify the question that Julia and Andy's experiment can best answer.,"[""Does Julia's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"", ""Does Julia's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Julia applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Andy timed each ride. Julia and Andy calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12510,images/train/train_12510.png,Identify the question that Eliana and Dean's experiment can best answer.,"[""Does Eliana's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Eliana's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Eliana applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Dean timed each ride. Eliana and Dean calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_02682,images/train/train_02682.png,What is the probability that a rainbow trout produced by this cross will have a blue body?,"[""1/4"", ""4/4"", ""0/4"", ""2/4"", ""3/4""]",5,3,"In a group of rainbow trout, some individuals have a greenish-brown body and others have a blue body. In this group, the gene for the body color trait has two alleles. The allele for a blue body (b) is recessive to the allele for a greenish-brown body (B).
This Punnett square shows a cross between two rainbow trout.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_00158,images/train/train_00158.png,What is the probability that a Channel catfish produced by this cross will have a white body?,"[""4/4"", ""0/4"", ""2/4"", ""3/4"", ""1/4""]",5,4,"In a group of Channel catfish, some individuals have a brown body and others have a white body. In this group, the gene for the body color trait has two alleles. The allele for a brown body (B) is dominant over the allele for a white body (b).
This Punnett square shows a cross between two Channel catfish.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_12444,images/train/train_12444.png,What is the probability that a budgerigar parakeet produced by this cross will have blue body feathers?,"[""1/4"", ""0/4"", ""3/4"", ""2/4"", ""4/4""]",5,4,"In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for blue body feathers (b) is recessive to the allele for green body feathers (B).
This Punnett square shows a cross between two budgerigar parakeets.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_05822,images/train/train_05822.png,What is the probability that a Channel catfish produced by this cross will have a white body?,"[""2/4"", ""0/4"", ""1/4"", ""4/4"", ""3/4""]",5,3,"In a group of Channel catfish, some individuals have a brown body and others have a white body. In this group, the gene for the body color trait has two alleles. The allele for a brown body (B) is dominant over the allele for a white body (b).
This Punnett square shows a cross between two Channel catfish.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_06751,images/train/train_06751.png,What is the probability that a rat produced by this cross will have dumbo ears?,"[""3/4"", ""2/4"", ""4/4"", ""0/4"", ""1/4""]",5,3,"This passage describes the ear type trait in rats:
Some rats have dumbo ears, which are larger and rounder than normal ears. Dumbo ears are also set on the sides of the rat's head instead of on the top. The word dumbo comes from the name of a cartoon elephant whose ears had a similar appearance.
In a group of rats, some individuals have normal ears and others have dumbo ears. In this group, the gene for the ear type trait has two alleles. The allele for normal ears (E) is dominant over the allele for dumbo ears (e).
This Punnett square shows a cross between two rats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_00566,images/train/train_00566.png,What is the probability that a pea plant produced by this cross will have a tall stem?,"[""0/4"", ""2/4"", ""4/4"", ""3/4"", ""1/4""]",5,1,"In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele for a short stem (h) is recessive to the allele for a tall stem (H).
This Punnett square shows a cross between two pea plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_01817,images/train/train_01817.png,What is the expected ratio of offspring with a greenish-brown body to offspring with a blue body? Choose the most likely ratio.,"[""1:3"", ""4:0"", ""3:1"", ""2:2"", ""0:4""]",5,4,"In a group of rainbow trout, some individuals have a greenish-brown body and others have a blue body. In this group, the gene for the body color trait has two alleles. The allele for a greenish-brown body (B) is dominant over the allele for a blue body (b).
This Punnett square shows a cross between two rainbow trout.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a greenish-brown body or a blue body, consider whether each phenotype is the dominant or recessive allele's version of the body color trait. The question tells you that the B allele, which is for a greenish-brown body, is dominant over the b allele, which is for a blue body.
A greenish-brown body is the dominant allele's version of the body color trait. A rainbow trout with the dominant version of the body color trait must have at least one dominant allele for the body color gene. So, offspring with a greenish-brown body must have the genotype BB or Bb.
There are 0 boxes in the Punnett square with the genotype BB or Bb.
A blue body is the recessive allele's version of the body color trait. A rainbow trout with the recessive version of the body color trait must have only recessive alleles for the body color gene. So, offspring with a blue body must have the genotype bb.
All 4 boxes in the Punnett square have the genotype bb.
So, the expected ratio of offspring with a greenish-brown body to offspring with a blue body is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with a greenish-brown body. Instead, this cross is expected to always produce offspring with a blue body.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_12624,images/train/train_12624.png,What is the expected ratio of offspring with a dwarf body to offspring with a normal-sized body? Choose the most likely ratio.,"[""2:2"", ""4:0"", ""1:3"", ""0:4"", ""3:1""]",5,0,"In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele for a dwarf body (b) is recessive to the allele for a normal-sized body (B).
This Punnett square shows a cross between two rats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a dwarf body or a normal-sized body, consider whether each phenotype is the dominant or recessive allele's version of the body size trait. The question tells you that the b allele, which is for a dwarf body, is recessive to the B allele, which is for a normal-sized body.
A dwarf body is the recessive allele's version of the body size trait. A rat with the recessive version of the body size trait must have only recessive alleles for the body size gene. So, offspring with a dwarf body must have the genotype bb.
There are 2 boxes in the Punnett square with the genotype bb. These boxes are highlighted below.
A normal-sized body is the dominant allele's version of the body size trait. A rat with the dominant version of the body size trait must have at least one dominant allele for the body size gene. So, offspring with a normal-sized body must have the genotype BB or Bb.
There are 2 boxes in the Punnett square with the genotype BB or Bb. These boxes are highlighted below.
So, the expected ratio of offspring with a dwarf body to offspring with a normal-sized body is 2:2. This means that, on average, this cross will produce 2 offspring with a dwarf body for every 2 offspring with a normal-sized body.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_08499,images/train/train_08499.png,What is the expected ratio of offspring with mirror scales to offspring with normal scales? Choose the most likely ratio.,"[""2:2"", ""1:3"", ""3:1"", ""4:0"", ""0:4""]",5,3,"This passage describes the scale type trait in common carp:
Carp are large freshwater fish that are often raised for food. Before a carp is cooked, its scales are usually removed. Normally, carp are covered in small scales arranged in straight rows. But carp with mirror scales have large scales arranged in scattered patches. Because mirror scales do not cover the fish's entire body, carp with mirror scales are easier to prepare for cooking.
In a group of common carp, some individuals have normal scales and others have mirror scales. In this group, the gene for the scale type trait has two alleles. The allele for normal scales (A) is dominant over the allele for mirror scales (a).
This Punnett square shows a cross between two common carp.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with mirror scales or normal scales, consider whether each phenotype is the dominant or recessive allele's version of the scale type trait. The question tells you that the A allele, which is for normal scales, is dominant over the a allele, which is for mirror scales.
Mirror scales is the recessive allele's version of the scale type trait. A common carp with the recessive version of the scale type trait must have only recessive alleles for the scale type gene. So, offspring with mirror scales must have the genotype aa.
All 4 boxes in the Punnett square have the genotype aa.
Normal scales is the dominant allele's version of the scale type trait. A common carp with the dominant version of the scale type trait must have at least one dominant allele for the scale type gene. So, offspring with normal scales must have the genotype AA or Aa.
There are 0 boxes in the Punnett square with the genotype AA or Aa.
So, the expected ratio of offspring with mirror scales to offspring with normal scales is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with mirror scales. This cross is expected to never produce offspring with normal scales.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_07096,images/train/train_07096.png,What is the probability that a human produced by this cross will have Huntington's disease?,"[""4/4"", ""3/4"", ""1/4"", ""2/4"", ""0/4""]",5,4,"This passage describes the Huntington's disease trait in humans:
Huntington's disease is a condition that causes the death of brain cells over time. This loss of cells interferes with brain function and may lead to uncontrolled movements, difficulty thinking, and changes in behavior.
In a group of humans, some individuals have Huntington's disease and others do not. In this group, the gene for the Huntington's disease trait has two alleles. The allele for not having Huntington's disease (h) is recessive to the allele for having Huntington's disease (H).
This Punnett square shows a cross between two humans.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_06685,images/train/train_06685.png,What is the expected ratio of offspring with bush growth to offspring with climbing growth? Choose the most likely ratio.,"[""2:2"", ""0:4"", ""4:0"", ""3:1"", ""1:3""]",5,0,"This passage describes the growth pattern trait in rose plants:
Climbing growth and bush growth are different growth patterns in rose plants. Rose plants with climbing growth have long, bendable stems that act like vines. These plants may grow upward to cover fences or walls. Rose plants with bush growth stay near the ground. These plants form low bushes or shrubs.
In a group of rose plants, some individuals have climbing growth and others have bush growth. In this group, the gene for the growth pattern trait has two alleles. The allele for bush growth (g) is recessive to the allele for climbing growth (G).
This Punnett square shows a cross between two rose plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with bush growth or climbing growth, consider whether each phenotype is the dominant or recessive allele's version of the growth pattern trait. The question tells you that the g allele, which is for bush growth, is recessive to the G allele, which is for climbing growth.
Bush growth is the recessive allele's version of the growth pattern trait. A rose plant with the recessive version of the growth pattern trait must have only recessive alleles for the growth pattern gene. So, offspring with bush growth must have the genotype gg.
There are 2 boxes in the Punnett square with the genotype gg. These boxes are highlighted below.
Climbing growth is the dominant allele's version of the growth pattern trait. A rose plant with the dominant version of the growth pattern trait must have at least one dominant allele for the growth pattern gene. So, offspring with climbing growth must have the genotype GG or Gg.
There are 2 boxes in the Punnett square with the genotype GG or Gg. These boxes are highlighted below.
So, the expected ratio of offspring with bush growth to offspring with climbing growth is 2:2. This means that, on average, this cross will produce 2 offspring with bush growth for every 2 offspring with climbing growth.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_06457,images/train/train_06457.png,What is the probability that a guppy produced by this cross will have a golden body?,"[""4/4"", ""3/4"", ""1/4"", ""0/4"", ""2/4""]",5,4,"In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a gray body (B) is dominant over the allele for a golden body (b).
This Punnett square shows a cross between two guppies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_07986,images/train/train_07986.png,What is the probability that a leopard produced by this cross will have a black coat?,"[""4/4"", ""3/4"", ""0/4"", ""1/4"", ""2/4""]",5,4,"In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a spotted coat (A) is dominant over the allele for a black coat (a).
This Punnett square shows a cross between two leopards.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_04327,images/train/train_04327.png,What is the probability that a pea plant produced by this cross will have round peas?,"[""4/4"", ""1/4"", ""2/4"", ""0/4"", ""3/4""]",5,2,"In a group of pea plants, some individuals have round peas and others have wrinkled peas. In this group, the gene for the pea shape trait has two alleles. The allele for wrinkled peas (e) is recessive to the allele for round peas (E).
This Punnett square shows a cross between two pea plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_00021,images/train/train_00021.png,What is the probability that a koi fish produced by this cross will have black eyes?,"[""0/4"", ""1/4"", ""4/4"", ""3/4"", ""2/4""]",5,0,"In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for black eyes (e).
This Punnett square shows a cross between two koi fish.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_02625,images/train/train_02625.png,What is the probability that a koi fish produced by this cross will have black eyes?,"[""3/4"", ""0/4"", ""1/4"", ""2/4"", ""4/4""]",5,1,"In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for black eyes (e) is recessive to the allele for red eyes (E).
This Punnett square shows a cross between two koi fish.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_05508,images/train/train_05508.png,What is the probability that a fruit fly produced by this cross will have red eyes?,"[""4/4"", ""0/4"", ""2/4"", ""1/4"", ""3/4""]",5,0,"In a group of fruit flies, some individuals have red eyes and others have brown eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for brown eyes (e).
This Punnett square shows a cross between two fruit flies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_00032,images/train/train_00032.png,What is the expected ratio of offspring with a hairy body to offspring with a hairless body? Choose the most likely ratio.,"[""3:1"", ""4:0"", ""2:2"", ""0:4"", ""1:3""]",5,1,"In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairy body (B) is dominant over the allele for a hairless body (b).
This Punnett square shows a cross between two deer mice.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a hairy body or a hairless body, consider whether each phenotype is the dominant or recessive allele's version of the body hair trait. The question tells you that the B allele, which is for a hairy body, is dominant over the b allele, which is for a hairless body.
A hairy body is the dominant allele's version of the body hair trait. A deer mouse with the dominant version of the body hair trait must have at least one dominant allele for the body hair gene. So, offspring with a hairy body must have the genotype BB or Bb.
All 4 boxes in the Punnett square have the genotype BB or Bb.
A hairless body is the recessive allele's version of the body hair trait. A deer mouse with the recessive version of the body hair trait must have only recessive alleles for the body hair gene. So, offspring with a hairless body must have the genotype bb.
There are 0 boxes in the Punnett square with the genotype bb.
So, the expected ratio of offspring with a hairy body to offspring with a hairless body is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a hairy body. This cross is expected to never produce offspring with a hairless body.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_05533,images/train/train_05533.png,What is the expected ratio of offspring with a black body to offspring with a gray body? Choose the most likely ratio.,"[""1:3"", ""3:1"", ""4:0"", ""0:4"", ""2:2""]",5,3,"In a group of fruit flies, some individuals have a gray body and others have a black body. In this group, the gene for the body color trait has two alleles. The allele for a gray body (B) is dominant over the allele for a black body (b).
This Punnett square shows a cross between two fruit flies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a black body or a gray body, consider whether each phenotype is the dominant or recessive allele's version of the body color trait. The question tells you that the B allele, which is for a gray body, is dominant over the b allele, which is for a black body.
A black body is the recessive allele's version of the body color trait. A fruit fly with the recessive version of the body color trait must have only recessive alleles for the body color gene. So, offspring with a black body must have the genotype bb.
There are 0 boxes in the Punnett square with the genotype bb.
A gray body is the dominant allele's version of the body color trait. A fruit fly with the dominant version of the body color trait must have at least one dominant allele for the body color gene. So, offspring with a gray body must have the genotype BB or Bb.
All 4 boxes in the Punnett square have the genotype BB or Bb.
So, the expected ratio of offspring with a black body to offspring with a gray body is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with a black body. Instead, this cross is expected to always produce offspring with a gray body.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_08275,images/train/train_08275.png,What is the probability that a koi fish produced by this cross will have black eyes?,"[""0/4"", ""3/4"", ""4/4"", ""1/4"", ""2/4""]",5,0,"In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for black eyes (e).
This Punnett square shows a cross between two koi fish.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_00277,images/train/train_00277.png,What is the expected ratio of offspring with green body feathers to offspring with blue body feathers? Choose the most likely ratio.,"[""2:2"", ""0:4"", ""1:3"", ""3:1"", ""4:0""]",5,0,"In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for blue body feathers (b) is recessive to the allele for green body feathers (B).
This Punnett square shows a cross between two budgerigar parakeets.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with green body feathers or blue body feathers, consider whether each phenotype is the dominant or recessive allele's version of the body feather color trait. The question tells you that the b allele, which is for blue body feathers, is recessive to the B allele, which is for green body feathers.
Green body feathers is the dominant allele's version of the body feather color trait. A budgerigar parakeet with the dominant version of the body feather color trait must have at least one dominant allele for the body feather color gene. So, offspring with green body feathers must have the genotype BB or Bb.
There are 2 boxes in the Punnett square with the genotype BB or Bb. These boxes are highlighted below.
Blue body feathers is the recessive allele's version of the body feather color trait. A budgerigar parakeet with the recessive version of the body feather color trait must have only recessive alleles for the body feather color gene. So, offspring with blue body feathers must have the genotype bb.
There are 2 boxes in the Punnett square with the genotype bb. These boxes are highlighted below.
So, the expected ratio of offspring with green body feathers to offspring with blue body feathers is 2:2. This means that, on average, this cross will produce 2 offspring with green body feathers for every 2 offspring with blue body feathers.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_02659,images/train/train_02659.png,What is the expected ratio of offspring with a hairy body to offspring with a hairless body? Choose the most likely ratio.,"[""3:1"", ""1:3"", ""0:4"", ""2:2"", ""4:0""]",5,4,"In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairless body (b) is recessive to the allele for a hairy body (B).
This Punnett square shows a cross between two deer mice.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a hairy body or a hairless body, consider whether each phenotype is the dominant or recessive allele's version of the body hair trait. The question tells you that the b allele, which is for a hairless body, is recessive to the B allele, which is for a hairy body.
A hairy body is the dominant allele's version of the body hair trait. A deer mouse with the dominant version of the body hair trait must have at least one dominant allele for the body hair gene. So, offspring with a hairy body must have the genotype BB or Bb.
All 4 boxes in the Punnett square have the genotype BB or Bb.
A hairless body is the recessive allele's version of the body hair trait. A deer mouse with the recessive version of the body hair trait must have only recessive alleles for the body hair gene. So, offspring with a hairless body must have the genotype bb.
There are 0 boxes in the Punnett square with the genotype bb.
So, the expected ratio of offspring with a hairy body to offspring with a hairless body is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a hairy body. This cross is expected to never produce offspring with a hairless body.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_11069,images/train/train_11069.png,What is the expected ratio of offspring with a hairless body to offspring with a hairy body? Choose the most likely ratio.,"[""3:1"", ""4:0"", ""0:4"", ""2:2"", ""1:3""]",5,3,"In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairless body (b) is recessive to the allele for a hairy body (B).
This Punnett square shows a cross between two deer mice.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a hairless body or a hairy body, consider whether each phenotype is the dominant or recessive allele's version of the body hair trait. The question tells you that the b allele, which is for a hairless body, is recessive to the B allele, which is for a hairy body.
A hairless body is the recessive allele's version of the body hair trait. A deer mouse with the recessive version of the body hair trait must have only recessive alleles for the body hair gene. So, offspring with a hairless body must have the genotype bb.
There are 2 boxes in the Punnett square with the genotype bb. These boxes are highlighted below.
A hairy body is the dominant allele's version of the body hair trait. A deer mouse with the dominant version of the body hair trait must have at least one dominant allele for the body hair gene. So, offspring with a hairy body must have the genotype BB or Bb.
There are 2 boxes in the Punnett square with the genotype BB or Bb. These boxes are highlighted below.
So, the expected ratio of offspring with a hairless body to offspring with a hairy body is 2:2. This means that, on average, this cross will produce 2 offspring with a hairless body for every 2 offspring with a hairy body.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_04636,images/train/train_04636.png,What is the probability that a dachshund dog produced by this cross will have rough fur?,"[""3/4"", ""1/4"", ""2/4"", ""4/4"", ""0/4""]",5,3,"In a group of dachshund dogs, some individuals have rough fur and others have soft fur. In this group, the gene for the fur texture trait has two alleles. The allele for soft fur (f) is recessive to the allele for rough fur (F).
This Punnett square shows a cross between two dachshund dogs.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_05129,images/train/train_05129.png,What is the expected ratio of offspring with a gray body to offspring with a golden body? Choose the most likely ratio.,"[""1:3"", ""3:1"", ""0:4"", ""4:0"", ""2:2""]",5,3,"In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a golden body (b) is recessive to the allele for a gray body (B).
This Punnett square shows a cross between two guppies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a gray body or a golden body, consider whether each phenotype is the dominant or recessive allele's version of the body color trait. The question tells you that the b allele, which is for a golden body, is recessive to the B allele, which is for a gray body.
A gray body is the dominant allele's version of the body color trait. A guppy with the dominant version of the body color trait must have at least one dominant allele for the body color gene. So, offspring with a gray body must have the genotype BB or Bb.
All 4 boxes in the Punnett square have the genotype BB or Bb.
A golden body is the recessive allele's version of the body color trait. A guppy with the recessive version of the body color trait must have only recessive alleles for the body color gene. So, offspring with a golden body must have the genotype bb.
There are 0 boxes in the Punnett square with the genotype bb.
So, the expected ratio of offspring with a gray body to offspring with a golden body is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a gray body. This cross is expected to never produce offspring with a golden body.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_02788,images/train/train_02788.png,What is the expected ratio of offspring with normal wings to offspring with vestigial wings? Choose the most likely ratio.,"[""3:1"", ""0:4"", ""2:2"", ""4:0"", ""1:3""]",5,1,"This passage describes the wing type trait in fruit flies:
Some scientists breed fruit flies to learn how traits are inherited. These scientists often use flies with vestigial wings, which are shorter and stubbier than normal wings. Fruit flies with vestigial wings cannot fly, so they are easier for scientists to handle and study.
In a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele for normal wings (N) is dominant over the allele for vestigial wings (n).
This Punnett square shows a cross between two fruit flies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with normal wings or vestigial wings, consider whether each phenotype is the dominant or recessive allele's version of the wing type trait. The question tells you that the N allele, which is for normal wings, is dominant over the n allele, which is for vestigial wings.
Normal wings is the dominant allele's version of the wing type trait. A fruit fly with the dominant version of the wing type trait must have at least one dominant allele for the wing type gene. So, offspring with normal wings must have the genotype NN or Nn.
There are 0 boxes in the Punnett square with the genotype NN or Nn.
Vestigial wings is the recessive allele's version of the wing type trait. A fruit fly with the recessive version of the wing type trait must have only recessive alleles for the wing type gene. So, offspring with vestigial wings must have the genotype nn.
All 4 boxes in the Punnett square have the genotype nn.
So, the expected ratio of offspring with normal wings to offspring with vestigial wings is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with normal wings. Instead, this cross is expected to always produce offspring with vestigial wings.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_10032,images/train/train_10032.png,What is the expected ratio of offspring with a tall stem to offspring with a short stem? Choose the most likely ratio.,"[""4:0"", ""1:3"", ""2:2"", ""3:1"", ""0:4""]",5,0,"In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele for a short stem (h) is recessive to the allele for a tall stem (H).
This Punnett square shows a cross between two pea plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a tall stem or a short stem, consider whether each phenotype is the dominant or recessive allele's version of the stem height trait. The question tells you that the h allele, which is for a short stem, is recessive to the H allele, which is for a tall stem.
A tall stem is the dominant allele's version of the stem height trait. A pea plant with the dominant version of the stem height trait must have at least one dominant allele for the stem height gene. So, offspring with a tall stem must have the genotype HH or Hh.
All 4 boxes in the Punnett square have the genotype HH or Hh.
A short stem is the recessive allele's version of the stem height trait. A pea plant with the recessive version of the stem height trait must have only recessive alleles for the stem height gene. So, offspring with a short stem must have the genotype hh.
There are 0 boxes in the Punnett square with the genotype hh.
So, the expected ratio of offspring with a tall stem to offspring with a short stem is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a tall stem. This cross is expected to never produce offspring with a short stem.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_07491,images/train/train_07491.png,What is the expected ratio of offspring with a spotted coat to offspring with a black coat? Choose the most likely ratio.,"[""0:4"", ""3:1"", ""1:3"", ""2:2"", ""4:0""]",5,1,"In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a black coat (a) is recessive to the allele for a spotted coat (A).
This Punnett square shows a cross between two leopards.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a spotted coat or a black coat, consider whether each phenotype is the dominant or recessive allele's version of the coat pattern trait. The question tells you that the a allele, which is for a black coat, is recessive to the A allele, which is for a spotted coat.
A spotted coat is the dominant allele's version of the coat pattern trait. A leopard with the dominant version of the coat pattern trait must have at least one dominant allele for the coat pattern gene. So, offspring with a spotted coat must have the genotype AA or Aa.
There are 3 boxes in the Punnett square with the genotype AA or Aa. These boxes are highlighted below.
A black coat is the recessive allele's version of the coat pattern trait. A leopard with the recessive version of the coat pattern trait must have only recessive alleles for the coat pattern gene. So, offspring with a black coat must have the genotype aa.
There is 1 box in the Punnett square with the genotype aa. This box is highlighted below.
So, the expected ratio of offspring with a spotted coat to offspring with a black coat is 3:1. This means that, on average, this cross will produce 3 offspring with a spotted coat for every 1 offspring with a black coat.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_02954,images/train/train_02954.png,What is the expected ratio of offspring with a black coat to offspring with a spotted coat? Choose the most likely ratio.,"[""4:0"", ""0:4"", ""2:2"", ""1:3"", ""3:1""]",5,0,"In a group of jaguars, some individuals have a black coat and others have a spotted coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a spotted coat (a) is recessive to the allele for a black coat (A).
This Punnett square shows a cross between two jaguars.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a black coat or a spotted coat, consider whether each phenotype is the dominant or recessive allele's version of the coat pattern trait. The question tells you that the a allele, which is for a spotted coat, is recessive to the A allele, which is for a black coat.
A black coat is the dominant allele's version of the coat pattern trait. A jaguar with the dominant version of the coat pattern trait must have at least one dominant allele for the coat pattern gene. So, offspring with a black coat must have the genotype AA or Aa.
All 4 boxes in the Punnett square have the genotype AA or Aa.
A spotted coat is the recessive allele's version of the coat pattern trait. A jaguar with the recessive version of the coat pattern trait must have only recessive alleles for the coat pattern gene. So, offspring with a spotted coat must have the genotype aa.
There are 0 boxes in the Punnett square with the genotype aa.
So, the expected ratio of offspring with a black coat to offspring with a spotted coat is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a black coat. This cross is expected to never produce offspring with a spotted coat.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_07713,images/train/train_07713.png,What is the probability that a cow produced by this cross will have a black coat?,"[""0/4"", ""1/4"", ""3/4"", ""4/4"", ""2/4""]",5,4,"In a group of cows, some individuals have a black coat and others have a red coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a red coat (l).
This Punnett square shows a cross between two cows.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_01653,images/train/train_01653.png,What is the expected ratio of offspring with pale orange cheeks to offspring with bright orange cheeks? Choose the most likely ratio.,"[""2:2"", ""1:3"", ""0:4"", ""3:1"", ""4:0""]",5,1,"In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for pale orange cheeks (r) is recessive to the allele for bright orange cheeks (R).
This Punnett square shows a cross between two cockatiels.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with pale orange cheeks or bright orange cheeks, consider whether each phenotype is the dominant or recessive allele's version of the cheek color trait. The question tells you that the r allele, which is for pale orange cheeks, is recessive to the R allele, which is for bright orange cheeks.
Pale orange cheeks is the recessive allele's version of the cheek color trait. A cockatiel with the recessive version of the cheek color trait must have only recessive alleles for the cheek color gene. So, offspring with pale orange cheeks must have the genotype rr.
There is 1 box in the Punnett square with the genotype rr. This box is highlighted below.
Bright orange cheeks is the dominant allele's version of the cheek color trait. A cockatiel with the dominant version of the cheek color trait must have at least one dominant allele for the cheek color gene. So, offspring with bright orange cheeks must have the genotype RR or Rr.
There are 3 boxes in the Punnett square with the genotype RR or Rr. These boxes are highlighted below.
So, the expected ratio of offspring with pale orange cheeks to offspring with bright orange cheeks is 1:3. This means that, on average, this cross will produce 1 offspring with pale orange cheeks for every 3 offspring with bright orange cheeks.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_05268,images/train/train_05268.png,What is the expected ratio of offspring with bright orange cheeks to offspring with pale orange cheeks? Choose the most likely ratio.,"[""4:0"", ""1:3"", ""2:2"", ""0:4"", ""3:1""]",5,4,"In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r).
This Punnett square shows a cross between two cockatiels.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with bright orange cheeks or pale orange cheeks, consider whether each phenotype is the dominant or recessive allele's version of the cheek color trait. The question tells you that the R allele, which is for bright orange cheeks, is dominant over the r allele, which is for pale orange cheeks.
Bright orange cheeks is the dominant allele's version of the cheek color trait. A cockatiel with the dominant version of the cheek color trait must have at least one dominant allele for the cheek color gene. So, offspring with bright orange cheeks must have the genotype RR or Rr.
There are 3 boxes in the Punnett square with the genotype RR or Rr. These boxes are highlighted below.
Pale orange cheeks is the recessive allele's version of the cheek color trait. A cockatiel with the recessive version of the cheek color trait must have only recessive alleles for the cheek color gene. So, offspring with pale orange cheeks must have the genotype rr.
There is 1 box in the Punnett square with the genotype rr. This box is highlighted below.
So, the expected ratio of offspring with bright orange cheeks to offspring with pale orange cheeks is 3:1. This means that, on average, this cross will produce 3 offspring with bright orange cheeks for every 1 offspring with pale orange cheeks.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_12024,images/train/train_12024.png,What is the expected ratio of offspring that have horns to offspring that do not have horns? Choose the most likely ratio.,"[""0:4"", ""2:2"", ""1:3"", ""4:0"", ""3:1""]",5,3,"In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).
This Punnett square shows a cross between two cows.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring that do or do not have horns, consider whether each phenotype is the dominant or recessive allele's version of the horns trait. The question tells you that the h allele, which is for having horns, is recessive to the H allele, which is for not having horns.
Having horns is the recessive allele's version of the horns trait. A cow with the recessive version of the horns trait must have only recessive alleles for the horns gene. So, offspring that have horns must have the genotype hh.
All 4 boxes in the Punnett square have the genotype hh.
Not having horns is the dominant allele's version of the horns trait. A cow with the dominant version of the horns trait must have at least one dominant allele for the horns gene. So, offspring that do not have horns must have the genotype HH or Hh.
There are 0 boxes in the Punnett square with the genotype HH or Hh.
So, the expected ratio of offspring that have horns to offspring that do not have horns is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that have horns. This cross is expected to never produce offspring that do not have horns.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_08809,images/train/train_08809.png,What is the expected ratio of offspring with an unspotted tail to offspring with a spotted tail? Choose the most likely ratio.,"[""4:0"", ""0:4"", ""1:3"", ""3:1"", ""2:2""]",5,1,"In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele for a spotted tail (I) is dominant over the allele for an unspotted tail (i).
This Punnett square shows a cross between two guppies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with an unspotted tail or a spotted tail, consider whether each phenotype is the dominant or recessive allele's version of the tail spots trait. The question tells you that the I allele, which is for a spotted tail, is dominant over the i allele, which is for an unspotted tail.
An unspotted tail is the recessive allele's version of the tail spots trait. A guppy with the recessive version of the tail spots trait must have only recessive alleles for the tail spots gene. So, offspring with an unspotted tail must have the genotype ii.
There are 0 boxes in the Punnett square with the genotype ii.
A spotted tail is the dominant allele's version of the tail spots trait. A guppy with the dominant version of the tail spots trait must have at least one dominant allele for the tail spots gene. So, offspring with a spotted tail must have the genotype II or Ii.
All 4 boxes in the Punnett square have the genotype II or Ii.
So, the expected ratio of offspring with an unspotted tail to offspring with a spotted tail is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with an unspotted tail. Instead, this cross is expected to always produce offspring with a spotted tail.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_08817,images/train/train_08817.png,What is the expected ratio of offspring with a spotted tail to offspring with an unspotted tail? Choose the most likely ratio.,"[""3:1"", ""1:3"", ""0:4"", ""2:2"", ""4:0""]",5,4,"In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele for a spotted tail (I) is dominant over the allele for an unspotted tail (i).
This Punnett square shows a cross between two guppies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a spotted tail or an unspotted tail, consider whether each phenotype is the dominant or recessive allele's version of the tail spots trait. The question tells you that the I allele, which is for a spotted tail, is dominant over the i allele, which is for an unspotted tail.
A spotted tail is the dominant allele's version of the tail spots trait. A guppy with the dominant version of the tail spots trait must have at least one dominant allele for the tail spots gene. So, offspring with a spotted tail must have the genotype II or Ii.
All 4 boxes in the Punnett square have the genotype II or Ii.
An unspotted tail is the recessive allele's version of the tail spots trait. A guppy with the recessive version of the tail spots trait must have only recessive alleles for the tail spots gene. So, offspring with an unspotted tail must have the genotype ii.
There are 0 boxes in the Punnett square with the genotype ii.
So, the expected ratio of offspring with a spotted tail to offspring with an unspotted tail is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a spotted tail. This cross is expected to never produce offspring with an unspotted tail.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_01174,images/train/train_01174.png,What is the expected ratio of offspring with a spotted tail to offspring with an unspotted tail? Choose the most likely ratio.,"[""0:4"", ""3:1"", ""4:0"", ""2:2"", ""1:3""]",5,3,"In a group of guppies, some individuals have a spotted tail and others have an unspotted tail. In this group, the gene for the tail spots trait has two alleles. The allele for a spotted tail (I) is dominant over the allele for an unspotted tail (i).
This Punnett square shows a cross between two guppies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with a spotted tail or an unspotted tail, consider whether each phenotype is the dominant or recessive allele's version of the tail spots trait. The question tells you that the I allele, which is for a spotted tail, is dominant over the i allele, which is for an unspotted tail.
A spotted tail is the dominant allele's version of the tail spots trait. A guppy with the dominant version of the tail spots trait must have at least one dominant allele for the tail spots gene. So, offspring with a spotted tail must have the genotype II or Ii.
There are 2 boxes in the Punnett square with the genotype II or Ii. These boxes are highlighted below.
An unspotted tail is the recessive allele's version of the tail spots trait. A guppy with the recessive version of the tail spots trait must have only recessive alleles for the tail spots gene. So, offspring with an unspotted tail must have the genotype ii.
There are 2 boxes in the Punnett square with the genotype ii. These boxes are highlighted below.
So, the expected ratio of offspring with a spotted tail to offspring with an unspotted tail is 2:2. This means that, on average, this cross will produce 2 offspring with a spotted tail for every 2 offspring with an unspotted tail.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_12244,images/train/train_12244.png,What is the expected ratio of offspring with terminal flowers to offspring with axial flowers? Choose the most likely ratio.,"[""3:1"", ""0:4"", ""1:3"", ""2:2"", ""4:0""]",5,1,"This passage describes the flower position trait in pea plants:
Flowers can grow in different positions on a pea plant's stem. Axial flowers are in the middle of the plant's stem. Terminal flowers are at the tip of the stem.
In a group of pea plants, some individuals have axial flowers and others have terminal flowers. In this group, the gene for the flower position trait has two alleles. The allele for axial flowers (F) is dominant over the allele for terminal flowers (f).
This Punnett square shows a cross between two pea plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with terminal flowers or axial flowers, consider whether each phenotype is the dominant or recessive allele's version of the flower position trait. The question tells you that the F allele, which is for axial flowers, is dominant over the f allele, which is for terminal flowers.
Terminal flowers is the recessive allele's version of the flower position trait. A pea plant with the recessive version of the flower position trait must have only recessive alleles for the flower position gene. So, offspring with terminal flowers must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
Axial flowers is the dominant allele's version of the flower position trait. A pea plant with the dominant version of the flower position trait must have at least one dominant allele for the flower position gene. So, offspring with axial flowers must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
So, the expected ratio of offspring with terminal flowers to offspring with axial flowers is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with terminal flowers. Instead, this cross is expected to always produce offspring with axial flowers.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_08049,images/train/train_08049.png,What is the expected ratio of offspring with regular leaves to offspring with potato leaves? Choose the most likely ratio.,"[""0:4"", ""3:1"", ""1:3"", ""4:0"", ""2:2""]",5,3,"This passage describes the leaf type trait in tomato plants:
Tomato leaves come in many types, including regular leaves and potato leaves. Regular leaves are small and have jagged edges. Potato leaves are large and have smooth edges.
In a group of tomato plants, some individuals have regular leaves and others have potato leaves. In this group, the gene for the leaf type trait has two alleles. The allele for regular leaves (L) is dominant over the allele for potato leaves (l).
This Punnett square shows a cross between two tomato plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with regular leaves or potato leaves, consider whether each phenotype is the dominant or recessive allele's version of the leaf type trait. The question tells you that the L allele, which is for regular leaves, is dominant over the l allele, which is for potato leaves.
Regular leaves is the dominant allele's version of the leaf type trait. A tomato plant with the dominant version of the leaf type trait must have at least one dominant allele for the leaf type gene. So, offspring with regular leaves must have the genotype LL or Ll.
All 4 boxes in the Punnett square have the genotype LL or Ll.
Potato leaves is the recessive allele's version of the leaf type trait. A tomato plant with the recessive version of the leaf type trait must have only recessive alleles for the leaf type gene. So, offspring with potato leaves must have the genotype ll.
There are 0 boxes in the Punnett square with the genotype ll.
So, the expected ratio of offspring with regular leaves to offspring with potato leaves is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with regular leaves. This cross is expected to never produce offspring with potato leaves.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_07380,images/train/train_07380.png,What is the probability that a rabbit produced by this cross will have brown fur?,"[""0/4"", ""2/4"", ""1/4"", ""3/4"", ""4/4""]",5,0,"In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for black fur (F) is dominant over the allele for brown fur (f).
This Punnett square shows a cross between two rabbits.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_05846,images/train/train_05846.png,What is the probability that a cat produced by this cross will have straight fur?,"[""0/4"", ""4/4"", ""3/4"", ""1/4"", ""2/4""]",5,1,"In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele for curly fur (f) is recessive to the allele for straight fur (F).
This Punnett square shows a cross between two cats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_08188,images/train/train_08188.png,What is the probability that a chicken produced by this cross will have yellow legs?,"[""1/4"", ""2/4"", ""3/4"", ""4/4"", ""0/4""]",5,1,"In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele for yellow legs (l) is recessive to the allele for white legs (L).
This Punnett square shows a cross between two chickens.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.",,closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
train_09600,images/train/train_09600.png,What is the expected ratio of offspring with straight ears to offspring with curled ears? Choose the most likely ratio.,"[""4:0"", ""0:4"", ""2:2"", ""3:1"", ""1:3""]",5,0,"In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele for straight ears (e) is recessive to the allele for curled ears (E).
This Punnett square shows a cross between two American curl cats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with straight ears or curled ears, consider whether each phenotype is the dominant or recessive allele's version of the ear type trait. The question tells you that the e allele, which is for straight ears, is recessive to the E allele, which is for curled ears.
Straight ears is the recessive allele's version of the ear type trait. An American curl cat with the recessive version of the ear type trait must have only recessive alleles for the ear type gene. So, offspring with straight ears must have the genotype ee.
All 4 boxes in the Punnett square have the genotype ee.
Curled ears is the dominant allele's version of the ear type trait. An American curl cat with the dominant version of the ear type trait must have at least one dominant allele for the ear type gene. So, offspring with curled ears must have the genotype EE or Ee.
There are 0 boxes in the Punnett square with the genotype EE or Ee.
So, the expected ratio of offspring with straight ears to offspring with curled ears is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with straight ears. This cross is expected to never produce offspring with curled ears.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_00867,images/train/train_00867.png,What is the expected ratio of offspring with green peas to offspring with yellow peas? Choose the most likely ratio.,"[""0:4"", ""3:1"", ""2:2"", ""1:3"", ""4:0""]",5,2,"In a group of pea plants, some individuals have yellow peas and others have green peas. In this group, the gene for the pea color trait has two alleles. The allele for green peas (e) is recessive to the allele for yellow peas (E).
This Punnett square shows a cross between two pea plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with green peas or yellow peas, consider whether each phenotype is the dominant or recessive allele's version of the pea color trait. The question tells you that the e allele, which is for green peas, is recessive to the E allele, which is for yellow peas.
Green peas is the recessive allele's version of the pea color trait. A pea plant with the recessive version of the pea color trait must have only recessive alleles for the pea color gene. So, offspring with green peas must have the genotype ee.
There are 2 boxes in the Punnett square with the genotype ee. These boxes are highlighted below.
Yellow peas is the dominant allele's version of the pea color trait. A pea plant with the dominant version of the pea color trait must have at least one dominant allele for the pea color gene. So, offspring with yellow peas must have the genotype EE or Ee.
There are 2 boxes in the Punnett square with the genotype EE or Ee. These boxes are highlighted below.
So, the expected ratio of offspring with green peas to offspring with yellow peas is 2:2. This means that, on average, this cross will produce 2 offspring with green peas for every 2 offspring with yellow peas.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_07065,images/train/train_07065.png,What is the expected ratio of offspring with yellow peas to offspring with green peas? Choose the most likely ratio.,"[""4:0"", ""0:4"", ""2:2"", ""3:1"", ""1:3""]",5,2,"In a group of pea plants, some individuals have yellow peas and others have green peas. In this group, the gene for the pea color trait has two alleles. The allele for green peas (e) is recessive to the allele for yellow peas (E).
This Punnett square shows a cross between two pea plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with yellow peas or green peas, consider whether each phenotype is the dominant or recessive allele's version of the pea color trait. The question tells you that the e allele, which is for green peas, is recessive to the E allele, which is for yellow peas.
Yellow peas is the dominant allele's version of the pea color trait. A pea plant with the dominant version of the pea color trait must have at least one dominant allele for the pea color gene. So, offspring with yellow peas must have the genotype EE or Ee.
There are 2 boxes in the Punnett square with the genotype EE or Ee. These boxes are highlighted below.
Green peas is the recessive allele's version of the pea color trait. A pea plant with the recessive version of the pea color trait must have only recessive alleles for the pea color gene. So, offspring with green peas must have the genotype ee.
There are 2 boxes in the Punnett square with the genotype ee. These boxes are highlighted below.
So, the expected ratio of offspring with yellow peas to offspring with green peas is 2:2. This means that, on average, this cross will produce 2 offspring with yellow peas for every 2 offspring with green peas.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_00124,images/train/train_00124.png,What is the expected ratio of offspring with brown eyes to offspring with red eyes? Choose the most likely ratio.,"[""3:1"", ""1:3"", ""2:2"", ""4:0"", ""0:4""]",5,3,"In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele for brown eyes (E) is dominant over the allele for red eyes (e).
This Punnett square shows a cross between two guinea pigs.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with brown eyes or red eyes, consider whether each phenotype is the dominant or recessive allele's version of the eye color trait. The question tells you that the E allele, which is for brown eyes, is dominant over the e allele, which is for red eyes.
Brown eyes is the dominant allele's version of the eye color trait. A guinea pig with the dominant version of the eye color trait must have at least one dominant allele for the eye color gene. So, offspring with brown eyes must have the genotype EE or Ee.
All 4 boxes in the Punnett square have the genotype EE or Ee.
Red eyes is the recessive allele's version of the eye color trait. A guinea pig with the recessive version of the eye color trait must have only recessive alleles for the eye color gene. So, offspring with red eyes must have the genotype ee.
There are 0 boxes in the Punnett square with the genotype ee.
So, the expected ratio of offspring with brown eyes to offspring with red eyes is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with brown eyes. This cross is expected to never produce offspring with red eyes.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_01568,images/train/train_01568.png,What is the expected ratio of offspring with smooth fruit to offspring with bumpy fruit? Choose the most likely ratio.,"[""3:1"", ""1:3"", ""4:0"", ""0:4"", ""2:2""]",5,3,"In a group of cucumber plants, some individuals have bumpy fruit and others have smooth fruit. In this group, the gene for the fruit texture trait has two alleles. The allele for smooth fruit (f) is recessive to the allele for bumpy fruit (F).
This Punnett square shows a cross between two cucumber plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with smooth fruit or bumpy fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit texture trait. The question tells you that the f allele, which is for smooth fruit, is recessive to the F allele, which is for bumpy fruit.
Smooth fruit is the recessive allele's version of the fruit texture trait. A cucumber plant with the recessive version of the fruit texture trait must have only recessive alleles for the fruit texture gene. So, offspring with smooth fruit must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
Bumpy fruit is the dominant allele's version of the fruit texture trait. A cucumber plant with the dominant version of the fruit texture trait must have at least one dominant allele for the fruit texture gene. So, offspring with bumpy fruit must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
So, the expected ratio of offspring with smooth fruit to offspring with bumpy fruit is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with smooth fruit. Instead, this cross is expected to always produce offspring with bumpy fruit.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_05208,images/train/train_05208.png,What is the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit? Choose the most likely ratio.,"[""2:2"", ""1:3"", ""4:0"", ""0:4"", ""3:1""]",5,2,"In a group of tomato plants, some individuals have smooth fruit and others have fuzzy fruit. In this group, the gene for the fruit texture trait has two alleles. The allele for fuzzy fruit (f) is recessive to the allele for smooth fruit (F).
This Punnett square shows a cross between two tomato plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with smooth fruit or fuzzy fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit texture trait. The question tells you that the f allele, which is for fuzzy fruit, is recessive to the F allele, which is for smooth fruit.
Smooth fruit is the dominant allele's version of the fruit texture trait. A tomato plant with the dominant version of the fruit texture trait must have at least one dominant allele for the fruit texture gene. So, offspring with smooth fruit must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
Fuzzy fruit is the recessive allele's version of the fruit texture trait. A tomato plant with the recessive version of the fruit texture trait must have only recessive alleles for the fruit texture gene. So, offspring with fuzzy fruit must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
So, the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with smooth fruit. This cross is expected to never produce offspring with fuzzy fruit.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_06907,images/train/train_06907.png,What is the expected ratio of offspring with red fruit to offspring with yellow fruit? Choose the most likely ratio.,"[""1:3"", ""3:1"", ""4:0"", ""2:2"", ""0:4""]",5,2,"In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele for yellow fruit (f) is recessive to the allele for red fruit (F).
This Punnett square shows a cross between two tomato plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with red fruit or yellow fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit color trait. The question tells you that the f allele, which is for yellow fruit, is recessive to the F allele, which is for red fruit.
Red fruit is the dominant allele's version of the fruit color trait. A tomato plant with the dominant version of the fruit color trait must have at least one dominant allele for the fruit color gene. So, offspring with red fruit must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
Yellow fruit is the recessive allele's version of the fruit color trait. A tomato plant with the recessive version of the fruit color trait must have only recessive alleles for the fruit color gene. So, offspring with yellow fruit must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
So, the expected ratio of offspring with red fruit to offspring with yellow fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with red fruit. This cross is expected to never produce offspring with yellow fruit.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_12704,images/train/train_12704.png,What is the expected ratio of offspring with yellow fruit to offspring with red fruit? Choose the most likely ratio.,"[""3:1"", ""0:4"", ""4:0"", ""2:2"", ""1:3""]",5,1,"In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele for red fruit (F) is dominant over the allele for yellow fruit (f).
This Punnett square shows a cross between two tomato plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with yellow fruit or red fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit color trait. The question tells you that the F allele, which is for red fruit, is dominant over the f allele, which is for yellow fruit.
Yellow fruit is the recessive allele's version of the fruit color trait. A tomato plant with the recessive version of the fruit color trait must have only recessive alleles for the fruit color gene. So, offspring with yellow fruit must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
Red fruit is the dominant allele's version of the fruit color trait. A tomato plant with the dominant version of the fruit color trait must have at least one dominant allele for the fruit color gene. So, offspring with red fruit must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
So, the expected ratio of offspring with yellow fruit to offspring with red fruit is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with yellow fruit. Instead, this cross is expected to always produce offspring with red fruit.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_05680,images/train/train_05680.png,What is the expected ratio of offspring with sweet fruit to offspring with sour fruit? Choose the most likely ratio.,"[""1:3"", ""4:0"", ""0:4"", ""3:1"", ""2:2""]",5,0,"In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele for sweet fruit (f) is recessive to the allele for sour fruit (F).
This Punnett square shows a cross between two muskmelon plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with sweet fruit or sour fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit taste trait. The question tells you that the f allele, which is for sweet fruit, is recessive to the F allele, which is for sour fruit.
Sweet fruit is the recessive allele's version of the fruit taste trait. A muskmelon plant with the recessive version of the fruit taste trait must have only recessive alleles for the fruit taste gene. So, offspring with sweet fruit must have the genotype ff.
There is 1 box in the Punnett square with the genotype ff. This box is highlighted below.
Sour fruit is the dominant allele's version of the fruit taste trait. A muskmelon plant with the dominant version of the fruit taste trait must have at least one dominant allele for the fruit taste gene. So, offspring with sour fruit must have the genotype FF or Ff.
There are 3 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.
So, the expected ratio of offspring with sweet fruit to offspring with sour fruit is 1:3. This means that, on average, this cross will produce 1 offspring with sweet fruit for every 3 offspring with sour fruit.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_12239,images/train/train_12239.png,What is the expected ratio of offspring with wavy fur to offspring with straight fur? Choose the most likely ratio.,"[""0:4"", ""2:2"", ""1:3"", ""4:0"", ""3:1""]",5,0,"In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for wavy fur (f) is recessive to the allele for straight fur (F).
This Punnett square shows a cross between two Syrian hamsters.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with wavy fur or straight fur, consider whether each phenotype is the dominant or recessive allele's version of the fur texture trait. The question tells you that the f allele, which is for wavy fur, is recessive to the F allele, which is for straight fur.
Wavy fur is the recessive allele's version of the fur texture trait. A Syrian hamster with the recessive version of the fur texture trait must have only recessive alleles for the fur texture gene. So, offspring with wavy fur must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
Straight fur is the dominant allele's version of the fur texture trait. A Syrian hamster with the dominant version of the fur texture trait must have at least one dominant allele for the fur texture gene. So, offspring with straight fur must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
So, the expected ratio of offspring with wavy fur to offspring with straight fur is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with wavy fur. Instead, this cross is expected to always produce offspring with straight fur.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_06603,images/train/train_06603.png,What is the expected ratio of offspring with long fur to offspring with short fur? Choose the most likely ratio.,"[""4:0"", ""0:4"", ""2:2"", ""1:3"", ""3:1""]",5,2,"In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for long fur (f) is recessive to the allele for short fur (F).
This Punnett square shows a cross between two Syrian hamsters.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with long fur or short fur, consider whether each phenotype is the dominant or recessive allele's version of the fur length trait. The question tells you that the f allele, which is for long fur, is recessive to the F allele, which is for short fur.
Long fur is the recessive allele's version of the fur length trait. A Syrian hamster with the recessive version of the fur length trait must have only recessive alleles for the fur length gene. So, offspring with long fur must have the genotype ff.
There are 2 boxes in the Punnett square with the genotype ff. These boxes are highlighted below.
Short fur is the dominant allele's version of the fur length trait. A Syrian hamster with the dominant version of the fur length trait must have at least one dominant allele for the fur length gene. So, offspring with short fur must have the genotype FF or Ff.
There are 2 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.
So, the expected ratio of offspring with long fur to offspring with short fur is 2:2. This means that, on average, this cross will produce 2 offspring with long fur for every 2 offspring with short fur.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_10064,images/train/train_10064.png,What is the expected ratio of offspring with wavy fur to offspring with straight fur? Choose the most likely ratio.,"[""0:4"", ""1:3"", ""2:2"", ""3:1"", ""4:0""]",5,2,"In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for straight fur (F) is dominant over the allele for wavy fur (f).
This Punnett square shows a cross between two Syrian hamsters.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with wavy fur or straight fur, consider whether each phenotype is the dominant or recessive allele's version of the fur texture trait. The question tells you that the F allele, which is for straight fur, is dominant over the f allele, which is for wavy fur.
Wavy fur is the recessive allele's version of the fur texture trait. A Syrian hamster with the recessive version of the fur texture trait must have only recessive alleles for the fur texture gene. So, offspring with wavy fur must have the genotype ff.
There are 2 boxes in the Punnett square with the genotype ff. These boxes are highlighted below.
Straight fur is the dominant allele's version of the fur texture trait. A Syrian hamster with the dominant version of the fur texture trait must have at least one dominant allele for the fur texture gene. So, offspring with straight fur must have the genotype FF or Ff.
There are 2 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.
So, the expected ratio of offspring with wavy fur to offspring with straight fur is 2:2. This means that, on average, this cross will produce 2 offspring with wavy fur for every 2 offspring with straight fur.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_07637,images/train/train_07637.png,What is the expected ratio of offspring with red fruit to offspring with yellow fruit? Choose the most likely ratio.,"[""2:2"", ""4:0"", ""3:1"", ""1:3"", ""0:4""]",5,4,"In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele for red fruit (F) is dominant over the allele for yellow fruit (f).
This Punnett square shows a cross between two tomato plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with red fruit or yellow fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit color trait. The question tells you that the F allele, which is for red fruit, is dominant over the f allele, which is for yellow fruit.
Red fruit is the dominant allele's version of the fruit color trait. A tomato plant with the dominant version of the fruit color trait must have at least one dominant allele for the fruit color gene. So, offspring with red fruit must have the genotype FF or Ff.
There are 0 boxes in the Punnett square with the genotype FF or Ff.
Yellow fruit is the recessive allele's version of the fruit color trait. A tomato plant with the recessive version of the fruit color trait must have only recessive alleles for the fruit color gene. So, offspring with yellow fruit must have the genotype ff.
All 4 boxes in the Punnett square have the genotype ff.
So, the expected ratio of offspring with red fruit to offspring with yellow fruit is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with red fruit. Instead, this cross is expected to always produce offspring with yellow fruit.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_11013,images/train/train_11013.png,What is the expected ratio of offspring with black fur to offspring with brown fur? Choose the most likely ratio.,"[""2:2"", ""0:4"", ""1:3"", ""4:0"", ""3:1""]",5,3,"In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for black fur (F) is dominant over the allele for brown fur (f).
This Punnett square shows a cross between two rabbits.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with black fur or brown fur, consider whether each phenotype is the dominant or recessive allele's version of the fur color trait. The question tells you that the F allele, which is for black fur, is dominant over the f allele, which is for brown fur.
Black fur is the dominant allele's version of the fur color trait. A rabbit with the dominant version of the fur color trait must have at least one dominant allele for the fur color gene. So, offspring with black fur must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
Brown fur is the recessive allele's version of the fur color trait. A rabbit with the recessive version of the fur color trait must have only recessive alleles for the fur color gene. So, offspring with brown fur must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
So, the expected ratio of offspring with black fur to offspring with brown fur is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with black fur. This cross is expected to never produce offspring with brown fur.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_12579,images/train/train_12579.png,What is the expected ratio of offspring with curly fur to offspring with straight fur? Choose the most likely ratio.,"[""0:4"", ""2:2"", ""1:3"", ""4:0"", ""3:1""]",5,1,"In a group of cats, some individuals have straight fur and others have curly fur. In this group, the gene for the fur type trait has two alleles. The allele for straight fur (F) is dominant over the allele for curly fur (f).
This Punnett square shows a cross between two cats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with curly fur or straight fur, consider whether each phenotype is the dominant or recessive allele's version of the fur type trait. The question tells you that the F allele, which is for straight fur, is dominant over the f allele, which is for curly fur.
Curly fur is the recessive allele's version of the fur type trait. A cat with the recessive version of the fur type trait must have only recessive alleles for the fur type gene. So, offspring with curly fur must have the genotype ff.
There are 2 boxes in the Punnett square with the genotype ff. These boxes are highlighted below.
Straight fur is the dominant allele's version of the fur type trait. A cat with the dominant version of the fur type trait must have at least one dominant allele for the fur type gene. So, offspring with straight fur must have the genotype FF or Ff.
There are 2 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.
So, the expected ratio of offspring with curly fur to offspring with straight fur is 2:2. This means that, on average, this cross will produce 2 offspring with curly fur for every 2 offspring with straight fur.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_02426,images/train/train_02426.png,What is the expected ratio of offspring with white wool to offspring with black wool? Choose the most likely ratio.,"[""2:2"", ""4:0"", ""3:1"", ""0:4"", ""1:3""]",5,1,"In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele for white wool (L) is dominant over the allele for black wool (l).
This Punnett square shows a cross between two sheep.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with white wool or black wool, consider whether each phenotype is the dominant or recessive allele's version of the wool color trait. The question tells you that the L allele, which is for white wool, is dominant over the l allele, which is for black wool.
White wool is the dominant allele's version of the wool color trait. A sheep with the dominant version of the wool color trait must have at least one dominant allele for the wool color gene. So, offspring with white wool must have the genotype LL or Ll.
All 4 boxes in the Punnett square have the genotype LL or Ll.
Black wool is the recessive allele's version of the wool color trait. A sheep with the recessive version of the wool color trait must have only recessive alleles for the wool color gene. So, offspring with black wool must have the genotype ll.
There are 0 boxes in the Punnett square with the genotype ll.
So, the expected ratio of offspring with white wool to offspring with black wool is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with white wool. This cross is expected to never produce offspring with black wool.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_01740,images/train/train_01740.png,What is the expected ratio of offspring with white wool to offspring with black wool? Choose the most likely ratio.,"[""4:0"", ""3:1"", ""1:3"", ""2:2"", ""0:4""]",5,0,"In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele for black wool (l) is recessive to the allele for white wool (L).
This Punnett square shows a cross between two sheep.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
","To determine how many boxes in the Punnett square represent offspring with white wool or black wool, consider whether each phenotype is the dominant or recessive allele's version of the wool color trait. The question tells you that the l allele, which is for black wool, is recessive to the L allele, which is for white wool.
White wool is the dominant allele's version of the wool color trait. A sheep with the dominant version of the wool color trait must have at least one dominant allele for the wool color gene. So, offspring with white wool must have the genotype LL or Ll.
All 4 boxes in the Punnett square have the genotype LL or Ll.
Black wool is the recessive allele's version of the wool color trait. A sheep with the recessive version of the wool color trait must have only recessive alleles for the wool color gene. So, offspring with black wool must have the genotype ll.
There are 0 boxes in the Punnett square with the genotype ll.
So, the expected ratio of offspring with white wool to offspring with black wool is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with white wool. This cross is expected to never produce offspring with black wool.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
train_02465,images/train/train_02465.png,"Based on the map, why did Dred Scott believe he should be free after living at these two places?","[""Fort Armstrong was in a free state and Fort Snelling was in a free territory."", ""Fort Armstrong was in a slave territory and Fort Snelling was in a free state."", ""Fort Snelling and Fort Armstrong were both in free states."", ""Fort Snelling and Fort Armstrong were both in slave states.""]",4,0,"During the late 1850s, Americans were divided over the issue of slavery. On occasion, the Supreme Court ruled on important cases that involved slavery. These court decisions shaped many Americans' opinions about slavery.
In 1857, the Supreme Court made an important decision about slavery in the case Dred Scott v. Sandford. Dred Scott was an enslaved person who argued that he should be free. The following map shows two places where Dred Scott's master took him to live in the 1830s. Look at the map. Then answer the question below.",,"Look at the map.
Fort Armstrong was in Illinois. Fort Snelling was in Wisconsin. Illinois was a free state and Wisconsin was a free territory. So, Fort Armstrong was in a free state and Fort Snelling was in a free territory. In free states and territories, slavery was not allowed.
Because Dred Scott had lived in those free places, he believed he should be free. His case for freedom went to the Supreme Court.",closed choice,grade7,social science,us-history,The Antebellum period,Causes of the Civil War: Dred Scott to secession
train_02143,images/train/train_02143.png,Which of the following could Terrence's test show?,"[""if at least 20% of the park would be shaded by trees in each design"", ""which design would have the greatest distance between the concert area and the road"", ""which design would have the least traffic noise in the concert area""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Terrence was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Terrence thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04078,images/train/train_04078.png,Which of the following could Craig's test show?,"[""which design would have the greatest distance between the concert area and the road"", ""if at least 20% of the park would be shaded by trees in each design"", ""which design would have the least traffic noise in the concert area""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Craig was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Craig thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04261,images/train/train_04261.png,Which of the following could Rick's test show?,"[""if at least 20% of the park would be shaded by trees in each design"", ""which design would have the least traffic noise in the concert area"", ""which design would have the greatest distance between the concert area and the road""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Rick was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Rick thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05577,images/train/train_05577.png,Which of the following could Owen's test show?,"[""if at least 20% of the park would be shaded by trees in each design"", ""which design would have the least traffic noise in the concert area"", ""which design would have the greatest distance between the concert area and the road""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Owen was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Owen thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05758,images/train/train_05758.png,Which of the following could Aaron's test show?,"[""which design would have the least traffic noise in the concert area"", ""if at least 20% of the park would be shaded by trees in each design"", ""which design would have the greatest distance between the concert area and the road""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Aaron was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Aaron thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05949,images/train/train_05949.png,Which of the following could Isaiah's test show?,"[""which design would have the least traffic noise in the concert area"", ""if at least 20% of the park would be shaded by trees in each design"", ""which design would have the greatest distance between the concert area and the road""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Isaiah was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Isaiah thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07121,images/train/train_07121.png,Which of the following could Nate's test show?,"[""if at least 20% of the park would be shaded by trees in each design"", ""which design would have the least traffic noise in the concert area"", ""which design would have the greatest distance between the concert area and the road""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Nate was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Nate thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07493,images/train/train_07493.png,Which of the following could Kamal's test show?,"[""which design would have the least traffic noise in the concert area"", ""which design would have the greatest distance between the concert area and the road"", ""if at least 20% of the park would be shaded by trees in each design""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Kamal was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Kamal thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11022,images/train/train_11022.png,Which of the following could Lee's test show?,"[""which design would have the least traffic noise in the concert area"", ""if at least 20% of the park would be shaded by trees in each design"", ""which design would have the greatest distance between the concert area and the road""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Lee was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Lee thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11031,images/train/train_11031.png,Which of the following could Ruben's test show?,"[""if at least 20% of the park would be shaded by trees in each design"", ""which design would have the least traffic noise in the concert area"", ""which design would have the greatest distance between the concert area and the road""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Ruben was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Ruben thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_12541,images/train/train_12541.png,Which of the following could Ernesto's test show?,"[""which design would have the greatest distance between the concert area and the road"", ""which design would have the least traffic noise in the concert area"", ""if at least 20% of the park would be shaded by trees in each design""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Ernesto was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Ernesto thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02050,images/train/train_02050.png,Identify the question that Dominic's experiment can best answer.,"[""Do muffins made with white flour have larger volumes than muffins made with whole wheat flour?"", ""Does the type of flour used in the muffins affect the number of muffins that turn brown after 30 minutes in the oven?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Dominic made six batches of muffins over the course of one day. He used whole wheat flour in three of the batches and white flour in the other three batches. He divided the batter into muffin tins, using two ounces of batter per muffin. He baked the muffins in a 350°F oven for 20 minutes. After allowing the muffins to cool, Dominic measured the dimensions of the muffins and calculated their volumes. He compared the volumes of the muffins made with whole wheat flour to the volumes of the muffins made with white flour.
Figure: muffins cooling.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_02217,images/train/train_02217.png,Identify the question that Brody's experiment can best answer.,"[""Does the type of flour used in the muffins affect the number of muffins that turn brown after 30 minutes in the oven?"", ""Do muffins made with white flour have larger volumes than muffins made with whole wheat flour?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Brody made six batches of muffins over the course of one day. He used whole wheat flour in three of the batches and white flour in the other three batches. He divided the batter into muffin tins, using two ounces of batter per muffin. He baked the muffins in a 350°F oven for 20 minutes. After allowing the muffins to cool, Brody measured the dimensions of the muffins and calculated their volumes. He compared the volumes of the muffins made with whole wheat flour to the volumes of the muffins made with white flour.
Figure: muffins cooling.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04350,images/train/train_04350.png,Identify the question that Grayson's experiment can best answer.,"[""Does the type of flour used in the muffins affect the number of muffins that turn brown after 30 minutes in the oven?"", ""Do muffins made with white flour have larger volumes than muffins made with whole wheat flour?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Grayson made six batches of muffins over the course of one day. He used whole wheat flour in three of the batches and white flour in the other three batches. He divided the batter into muffin tins, using two ounces of batter per muffin. He baked the muffins in a 350°F oven for 20 minutes. After allowing the muffins to cool, Grayson measured the dimensions of the muffins and calculated their volumes. He compared the volumes of the muffins made with whole wheat flour to the volumes of the muffins made with white flour.
Figure: muffins cooling.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_05210,images/train/train_05210.png,Identify the question that Kirk's experiment can best answer.,"[""Does the type of flour used in the muffins affect the number of muffins that turn brown after 30 minutes in the oven?"", ""Do muffins made with white flour have larger volumes than muffins made with whole wheat flour?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kirk made six batches of muffins over the course of one day. He used whole wheat flour in three of the batches and white flour in the other three batches. He divided the batter into muffin tins, using two ounces of batter per muffin. He baked the muffins in a 350°F oven for 20 minutes. After allowing the muffins to cool, Kirk measured the dimensions of the muffins and calculated their volumes. He compared the volumes of the muffins made with whole wheat flour to the volumes of the muffins made with white flour.
Figure: muffins cooling.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07825,images/train/train_07825.png,Identify the question that Carson's experiment can best answer.,"[""Does the type of flour used in the muffins affect the number of muffins that turn brown after 30 minutes in the oven?"", ""Do muffins made with white flour have larger volumes than muffins made with whole wheat flour?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Carson made six batches of muffins over the course of one day. He used whole wheat flour in three of the batches and white flour in the other three batches. He divided the batter into muffin tins, using two ounces of batter per muffin. He baked the muffins in a 350°F oven for 20 minutes. After allowing the muffins to cool, Carson measured the dimensions of the muffins and calculated their volumes. He compared the volumes of the muffins made with whole wheat flour to the volumes of the muffins made with white flour.
Figure: muffins cooling.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10191,images/train/train_10191.png,Identify the question that Rudy's experiment can best answer.,"[""Does the type of flour used in the muffins affect the number of muffins that turn brown after 30 minutes in the oven?"", ""Do muffins made with white flour have larger volumes than muffins made with whole wheat flour?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Rudy made six batches of muffins over the course of one day. He used whole wheat flour in three of the batches and white flour in the other three batches. He divided the batter into muffin tins, using two ounces of batter per muffin. He baked the muffins in a 350°F oven for 20 minutes. After allowing the muffins to cool, Rudy measured the dimensions of the muffins and calculated their volumes. He compared the volumes of the muffins made with whole wheat flour to the volumes of the muffins made with white flour.
Figure: muffins cooling.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00550,images/train/train_00550.png,Which trait did Glyphithyreus have? Select the trait you can observe on the fossil.,"[""long, thin antennae"", ""red legs with orange tips"", ""eight legs and two claws"", ""hair on its body and legs""]",4,2,"This picture shows a fossil of an ancient animal called Glyphithyreus.
Glyphithyreus fossils have been found in rocks that are more than 30,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_04465,images/train/train_04465.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_02455,images/train/train_02455.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_10763,images/train/train_10763.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_10149,images/train/train_10149.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_11753,images/train/train_11753.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_08452,images/train/train_08452.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 6 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_03902,images/train/train_03902.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 4 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_00325,images/train/train_00325.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_08425,images/train/train_08425.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_08742,images/train/train_08742.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_10885,images/train/train_10885.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_07591,images/train/train_07591.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_01772,images/train/train_01772.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There were 3 more solute particles on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_10945,images/train/train_10945.png,"Based on the text, why are blue dragons dangerous?","[""Their strong fingers squeeze prey."", ""They have razor-sharp teeth and sharp fingers."", ""They use weapons to catch food."", ""Their sting is painful and can harm humans.""]",4,3,"Read the text about the blue dragon.
Do dragons exist? Believe it or not, the oceans contain a lizard-like creature called the blue glaucus or blue dragon. However, these ""dragons"" are not the fire-breathing beasts of fantasy. In fact, they are only about an inch long. Blue dragons are a type of sea slug.
Although these slugs are cuter than legendary dragons, you shouldn't let their squishy bodies fool you. These tiny creatures can be dangerous! Blue dragons eat poisonous sea creatures, such as Portuguese man-of-wars. The blue dragons store their prey's venom in their many ""fingers."" They can then use that stored poison to defend themselves. So, never touch a blue dragon—unless you want to get a painful and possibly serious sting.
Blue dragons have another way to stay safe from predators. They float on their backs so their bright blue bellies point upward. The blue blends in with the water, making it hard for predators flying overhead to see them. And predators swimming below will have trouble spotting the dragons' gray backs. The light color blends with the sunlight shining down through the water. This two-color effect is called countershading, and it's a good way to avoid getting eaten!
You might see blue dragons washed up on some beaches, but they usually drift on warm surfaces of the Atlantic, Pacific, and Indian Oceans. An air bubble in their stomach allows them to float for long periods of time. It is difficult for scientists to find these tiny creatures in the vast oceans. So, there is still much we don't know about them. What we do know, though, is that these beautiful dragons are full of surprising traits.",,"Look at the text in bold below. It tells you why blue dragons are dangerous.
Although these slugs are cuter than legendary dragons, you shouldn't let their squishy bodies fool you. These tiny creatures can be dangerous! Blue dragons eat poisonous sea creatures, such as Portuguese man-of-wars. The blue dragons store their prey's venom in their many ""fingers."" They can then use that stored poison to defend themselves. So, never touch a blue dragon—unless you want to get a painful and possibly serious sting.",closed choice,grade5,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
train_03890,images/train/train_03890.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There were 3 more solute particles on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade8,natural science,chemistry,Solutions,Diffusion across membranes
train_07597,images/train/train_07597.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 8 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There were 3 more solute particles on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_00901,images/train/train_00901.png,Which of the following could Hansen's test show?,"[""how much athletes would sweat in the fabric"", ""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""if the sample fabric would absorb one drop of water in less than one second""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Hansen, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Hansen thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01033,images/train/train_01033.png,Which of the following could Leroy's test show?,"[""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""if the sample fabric would absorb one drop of water in less than one second"", ""how much athletes would sweat in the fabric""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Leroy, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Leroy thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01750,images/train/train_01750.png,Which of the following could Pedro's test show?,"[""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""if the sample fabric would absorb one drop of water in less than one second"", ""how much athletes would sweat in the fabric""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Pedro, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Pedro thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02249,images/train/train_02249.png,Which of the following could Noah's test show?,"[""if the sample fabric would absorb one drop of water in less than one second"", ""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""how much athletes would sweat in the fabric""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Noah, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Noah thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02458,images/train/train_02458.png,Which of the following could Devin's test show?,"[""how much athletes would sweat in the fabric"", ""if the sample fabric would absorb one drop of water in less than one second"", ""how long it would take the sample fabric to dry after it absorbed one drop of water""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Devin, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Devin thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02608,images/train/train_02608.png,Which of the following could Patrick's test show?,"[""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""if the sample fabric would absorb one drop of water in less than one second"", ""how much athletes would sweat in the fabric""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Patrick, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Patrick thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02787,images/train/train_02787.png,Which of the following could Chase's test show?,"[""if the sample fabric would absorb one drop of water in less than one second"", ""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""how much athletes would sweat in the fabric""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Chase, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Chase thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02860,images/train/train_02860.png,Which of the following could Brandon's test show?,"[""how much athletes would sweat in the fabric"", ""if the sample fabric would absorb one drop of water in less than one second"", ""how long it would take the sample fabric to dry after it absorbed one drop of water""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Brandon, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Brandon thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_03812,images/train/train_03812.png,Which of the following could Rob's test show?,"[""if the sample fabric would absorb one drop of water in less than one second"", ""how much athletes would sweat in the fabric"", ""how long it would take the sample fabric to dry after it absorbed one drop of water""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Rob, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Rob thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04077,images/train/train_04077.png,Which of the following could Finn's test show?,"[""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""how much athletes would sweat in the fabric"", ""if the sample fabric would absorb one drop of water in less than one second""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Finn, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Finn thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05154,images/train/train_05154.png,Which of the following could Marvin's test show?,"[""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""if the sample fabric would absorb one drop of water in less than one second"", ""how much athletes would sweat in the fabric""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Marvin, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Marvin thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05782,images/train/train_05782.png,Which of the following could Michael's test show?,"[""if the sample fabric would absorb one drop of water in less than one second"", ""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""how much athletes would sweat in the fabric""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Michael, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Michael thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06336,images/train/train_06336.png,Which of the following could Zane's test show?,"[""how much athletes would sweat in the fabric"", ""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""if the sample fabric would absorb one drop of water in less than one second""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Zane, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Zane thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06341,images/train/train_06341.png,Which of the following could Adam's test show?,"[""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""how much athletes would sweat in the fabric"", ""if the sample fabric would absorb one drop of water in less than one second""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Adam, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Adam thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06863,images/train/train_06863.png,Which of the following could Ethan's test show?,"[""how much athletes would sweat in the fabric"", ""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""if the sample fabric would absorb one drop of water in less than one second""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Ethan, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Ethan thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07549,images/train/train_07549.png,Which of the following could Ben's test show?,"[""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""if the sample fabric would absorb one drop of water in less than one second"", ""how much athletes would sweat in the fabric""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Ben, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Ben thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_09198,images/train/train_09198.png,Which of the following could Steve's test show?,"[""how much athletes would sweat in the fabric"", ""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""if the sample fabric would absorb one drop of water in less than one second""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Steve, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Steve thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10726,images/train/train_10726.png,Which of the following could Josiah's test show?,"[""if the sample fabric would absorb one drop of water in less than one second"", ""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""how much athletes would sweat in the fabric""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Josiah, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Josiah thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11052,images/train/train_11052.png,Which of the following could Eli's test show?,"[""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""how much athletes would sweat in the fabric"", ""if the sample fabric would absorb one drop of water in less than one second""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Eli, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Eli thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11282,images/train/train_11282.png,Which of the following could Mike's test show?,"[""if the sample fabric would absorb one drop of water in less than one second"", ""how much athletes would sweat in the fabric"", ""how long it would take the sample fabric to dry after it absorbed one drop of water""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Mike, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Mike thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11577,images/train/train_11577.png,Which of the following could Jackson's test show?,"[""how much athletes would sweat in the fabric"", ""how long it would take the sample fabric to dry after it absorbed one drop of water"", ""if the sample fabric would absorb one drop of water in less than one second""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Jackson, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Jackson thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11740,images/train/train_11740.png,Which of the following could Cody's test show?,"[""if the sample fabric would absorb one drop of water in less than one second"", ""how much athletes would sweat in the fabric"", ""how long it would take the sample fabric to dry after it absorbed one drop of water""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Cody, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Cody thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06806,images/train/train_06806.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_10185,images/train/train_10185.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 3 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_00323,images/train/train_00323.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 2 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_04050,images/train/train_04050.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 3 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_00824,images/train/train_00824.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_01253,images/train/train_01253.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 5 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_03686,images/train/train_03686.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 5 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_02231,images/train/train_02231.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 2 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade8,natural science,chemistry,Solutions,Diffusion across membranes
train_00600,images/train/train_00600.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 5 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_02703,images/train/train_02703.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 3 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_08840,images/train/train_08840.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there was 1 solute particle on the left side of the membrane and 5 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 3 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_00747,images/train/train_00747.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there was 1 solute particle on the left side of the membrane and 5 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 3 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_10742,images/train/train_10742.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there was 1 solute particle on the left side of the membrane and 5 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 3 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_01435,images/train/train_01435.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the left than to the right"", ""to the right than to the left""]",2,1,"The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 4 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 3 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_01091,images/train/train_01091.png,"Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.","[""to the right than to the left"", ""to the left than to the right""]",2,0,"The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion.","In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.","Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 4 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 3 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
train_08482,images/train/train_08482.png,"The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?","[""Both my state and national government officials have power over important issues."", ""I only pay attention to state politics since the national government has almost no power."", ""My national government officials decide most issues that come up.""]",3,0,"Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.
Many countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.",,,closed choice,grade6,social science,civics,Government,State and local government
train_03680,images/train/train_03680.png,"The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?","[""My national government officials decide most issues that come up."", ""I only pay attention to state politics since the national government has almost no power."", ""Both my state and national government officials have power over important issues.""]",3,2,"Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.
Many countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.",,,closed choice,grade6,social science,civics,Government,State and local government
train_00823,images/train/train_00823.png,"The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?","[""My national government officials decide most issues that come up."", ""Both my state and national government officials have power over important issues."", ""I only pay attention to state politics since the national government has almost no power.""]",3,1,"Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.
Many countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.",,,closed choice,grade6,social science,civics,Government,State and local government
train_01496,images/train/train_01496.png,"The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?","[""I only pay attention to state politics since the national government has almost no power."", ""My national government officials decide most issues that come up."", ""Both my state and national government officials have power over important issues.""]",3,2,"Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.
Many countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.",,,closed choice,grade6,social science,civics,Government,State and local government
train_09687,images/train/train_09687.png,"The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?","[""I only pay attention to state politics since the national government has almost no power."", ""Both my state and national government officials have power over important issues."", ""My national government officials decide most issues that come up.""]",3,1,"Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.
Many countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.",,,closed choice,grade6,social science,civics,Government,State and local government
train_11460,images/train/train_11460.png,Which sentence correctly describes capybaras?,"[""They are shy animals that usually hide in tall grass."", ""They are wild guinea pigs that live in mountain forests."", ""They are the closest relatives of the hippopotamus."", ""They are large rodents that are powerful swimmers.""]",4,3,"Read the text about capybaras.
What animal looks like a guinea pig and a hippopotamus? The world's largest rodent, the capybara! Also called capys, these animals enjoy being in wetlands and rain forest waters. They are strong swimmers that wade in mud to keep cool. Like guinea pigs, capys have short legs and chubby bodies with shaggy fur. Much like hippos, capys have their eyes, ears, and nostrils located high on their heads. This helps them check out their surroundings while staying mostly underwater. Staying out of sight is important when you're the favorite food of jaguars and snakes! Luckily, capybaras can hide underwater for five minutes at a time. Plus, their webbed toes help them paddle fast.
Capybaras live in Central and South America, usually in groups of between ten and forty. They eat plants like grass, reeds, grains, melons, and squash. They eat a lot of tough plants that are rich in fiber. To help break the plants down, capybaras have long teeth that chew side to side. They also have special bacteria in their guts that help break down fiber.
Though capybaras are happiest in the wild, they are easily trained. Zookeepers have taught these gentle rodents to walk onto scales to be weighed, go into crates, and sit still for physical exams. How do they do it? Food treats and belly rubs are fun rewards. Capybaras are so quick to learn that one was once used as a guide animal for a blind man in Suriname.
The capybara population is mostly stable, but capys are still threatened by deforestation. When large areas of trees are cleared, it reduces the capybaras' shelter. But now, people are starting to limit the number of trees people can cut in rain forests. This is good news for capybaras, as their home is being protected.",,"Look at the text in bold below. It tells you the best way to describe capybaras.
What animal looks like a guinea pig and a hippopotamus? The world's largest rodent, the capybara! Also called capys, these animals enjoy being in wetlands and rain forest waters. They are strong swimmers that wade in mud to keep cool. Like guinea pigs, capys have short legs and chubby bodies with shaggy fur.",closed choice,grade5,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
train_01841,images/train/train_01841.png,Identify the question that the students' experiment can best answer.,"[""Does the mixture of solutions release more gas when they are mixed at 25\u00b0C compared to 50\u00b0C?"", ""Does the mixture's color change faster when the solutions are mixed at 25\u00b0C or 50\u00b0C?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Ten groups of chemistry students combined three solutions that, when mixed, chemically reacted and turned blue. Before mixing, five groups of students heated the solutions to 25°C, and five other groups heated the solutions to 50°C. The students recorded how many seconds it took for the mixtures to turn blue. Then, the groups shared their results, and the class compared the time it took for the mixtures to turn blue at 25°C and at 50°C.
Figure: a blue solution in a beaker.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00001,images/train/train_00001.png,Identify the question that Tom and Justin's experiment can best answer.,"[""Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?"", ""Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Tom placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Tom launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Justin measured the distance between the catapult and the place where the ball hit the ground. Tom and Justin repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.
Figure: a catapult for launching ping pong balls.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06023,images/train/train_06023.png,Identify the question that Franklin and Ronald's experiment can best answer.,"[""Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle?"", ""Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Franklin placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Franklin launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Ronald measured the distance between the catapult and the place where the ball hit the ground. Franklin and Ronald repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.
Figure: a catapult for launching ping pong balls.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07704,images/train/train_07704.png,Identify the question that Luther and Roy's experiment can best answer.,"[""Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle?"", ""Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Luther placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Luther launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Roy measured the distance between the catapult and the place where the ball hit the ground. Luther and Roy repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.
Figure: a catapult for launching ping pong balls.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07767,images/train/train_07767.png,Identify the question that Ernest and William's experiment can best answer.,"[""Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?"", ""Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Ernest placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Ernest launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend William measured the distance between the catapult and the place where the ball hit the ground. Ernest and William repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.
Figure: a catapult for launching ping pong balls.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07918,images/train/train_07918.png,Identify the question that Jeremiah and Dominic's experiment can best answer.,"[""Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle?"", ""Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jeremiah placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Jeremiah launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Dominic measured the distance between the catapult and the place where the ball hit the ground. Jeremiah and Dominic repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.
Figure: a catapult for launching ping pong balls.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07996,images/train/train_07996.png,Identify the question that Josh and Mark's experiment can best answer.,"[""Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?"", ""Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Josh placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Josh launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Mark measured the distance between the catapult and the place where the ball hit the ground. Josh and Mark repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.
Figure: a catapult for launching ping pong balls.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_01829,images/train/train_01829.png,Which of the following could Mitchell's test show?,"[""the amount of sunlight the roof would get throughout the year"", ""how many solar panels could fit on each side of the roof"", ""which side of the roof got more sun over one day""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Mitchell was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Mitchell needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Mitchell installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02141,images/train/train_02141.png,Which of the following could Keith's test show?,"[""the amount of sunlight the roof would get throughout the year"", ""how many solar panels could fit on each side of the roof"", ""which side of the roof got more sun over one day""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Keith was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Keith needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Keith installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02991,images/train/train_02991.png,Which of the following could Lee's test show?,"[""which side of the roof got more sun over one day"", ""how many solar panels could fit on each side of the roof"", ""the amount of sunlight the roof would get throughout the year""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Lee was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Lee needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Lee installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_03837,images/train/train_03837.png,Which of the following could Max's test show?,"[""the amount of sunlight the roof would get throughout the year"", ""which side of the roof got more sun over one day"", ""how many solar panels could fit on each side of the roof""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Max was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Max needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Max installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06895,images/train/train_06895.png,Which of the following could Garrett's test show?,"[""which side of the roof got more sun over one day"", ""the amount of sunlight the roof would get throughout the year"", ""how many solar panels could fit on each side of the roof""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Garrett was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Garrett needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Garrett installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07076,images/train/train_07076.png,Which of the following could Owen's test show?,"[""the amount of sunlight the roof would get throughout the year"", ""which side of the roof got more sun over one day"", ""how many solar panels could fit on each side of the roof""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Owen was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Owen needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Owen installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07350,images/train/train_07350.png,Which of the following could Kirk's test show?,"[""how many solar panels could fit on each side of the roof"", ""which side of the roof got more sun over one day"", ""the amount of sunlight the roof would get throughout the year""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Kirk was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Kirk needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Kirk installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07623,images/train/train_07623.png,Which of the following could Alec's test show?,"[""the amount of sunlight the roof would get throughout the year"", ""how many solar panels could fit on each side of the roof"", ""which side of the roof got more sun over one day""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Alec was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Alec needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Alec installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08066,images/train/train_08066.png,Which of the following could Zeke's test show?,"[""which side of the roof got more sun over one day"", ""how many solar panels could fit on each side of the roof"", ""the amount of sunlight the roof would get throughout the year""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Zeke was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Zeke needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Zeke installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08636,images/train/train_08636.png,Which of the following could Jeremiah's test show?,"[""the amount of sunlight the roof would get throughout the year"", ""which side of the roof got more sun over one day"", ""how many solar panels could fit on each side of the roof""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Jeremiah was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Jeremiah needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Jeremiah installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_12594,images/train/train_12594.png,Which of the following could Joseph's test show?,"[""how many solar panels could fit on each side of the roof"", ""the amount of sunlight the roof would get throughout the year"", ""which side of the roof got more sun over one day""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Joseph was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Joseph needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Joseph installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.
Figure: installing solar panels on a roof.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06764,images/train/train_06764.png,Which trait did Asterotrygon have? Select the trait you can observe on the fossil.,"[""a wide tail fin"", ""spots on its skin"", ""a long, thin tail"", ""four legs""]",4,2,"This picture shows a fossil of an ancient animal called Asterotrygon. The fossil preserves the shape of Asterotrygon's body.
Asterotrygon was a type of fish. It lived in lakes and gave birth to live young.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_02818,images/train/train_02818.png,"Complete the text.
Athens was a major trading city-state along the coast of the () Sea. Sparta, known for its well-trained soldiers, was located to the () of Athens.","[""Aegean . . . northeast"", ""Ionian . . . northwest"", ""Ionian . . . southeast"", ""Aegean . . . southwest""]",4,3,"Ancient Greece was made up of multiple city-states along the Ionian (ahy-OH-nee-uhn), Mediterranean (med-i-tuh-REY-nee-uhn), and Aegean (ah-GEE-an) seas. Two of the most powerful city-states were Athens and Sparta. The map below shows ancient Greece around 500 BCE. Look at the map. Then complete the text below.",,"Find Athens and Sparta on the map.
The map shows that Athens is located along the coast of the Aegean Sea. Now look at Sparta and the compass rose. Sparta is located to the southwest of Athens.",closed choice,grade6,social science,world-history,Greece,Comparing Athens and Sparta: part II
train_00144,images/train/train_00144.png,Which of the following could Emilia's test show?,"[""whether producing more insulin would help the bacteria grow faster"", ""whether different types of bacteria would need different nutrients to produce insulin"", ""whether she added enough nutrients to help the bacteria produce 20% more insulin""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Emilia was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Emilia gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02154,images/train/train_02154.png,Which of the following could Susan's test show?,"[""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether producing more insulin would help the bacteria grow faster"", ""whether different types of bacteria would need different nutrients to produce insulin""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Susan was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Susan gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02245,images/train/train_02245.png,Which of the following could Justine's test show?,"[""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether producing more insulin would help the bacteria grow faster"", ""whether different types of bacteria would need different nutrients to produce insulin""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Justine was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Justine gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02593,images/train/train_02593.png,Which of the following could Camille's test show?,"[""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether producing more insulin would help the bacteria grow faster"", ""whether different types of bacteria would need different nutrients to produce insulin""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Camille was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Camille gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_03024,images/train/train_03024.png,Which of the following could Cara's test show?,"[""whether producing more insulin would help the bacteria grow faster"", ""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether different types of bacteria would need different nutrients to produce insulin""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Cara was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Cara gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04820,images/train/train_04820.png,Which of the following could Patty's test show?,"[""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether producing more insulin would help the bacteria grow faster"", ""whether different types of bacteria would need different nutrients to produce insulin""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Patty was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Patty gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05464,images/train/train_05464.png,Which of the following could Jill's test show?,"[""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether producing more insulin would help the bacteria grow faster"", ""whether different types of bacteria would need different nutrients to produce insulin""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Jill was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Jill gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06674,images/train/train_06674.png,Which of the following could Kendall's test show?,"[""whether producing more insulin would help the bacteria grow faster"", ""whether different types of bacteria would need different nutrients to produce insulin"", ""whether she added enough nutrients to help the bacteria produce 20% more insulin""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Kendall was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Kendall gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07299,images/train/train_07299.png,Which of the following could Britney's test show?,"[""whether producing more insulin would help the bacteria grow faster"", ""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether different types of bacteria would need different nutrients to produce insulin""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Britney was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Britney gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07366,images/train/train_07366.png,Which of the following could Jenny's test show?,"[""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether different types of bacteria would need different nutrients to produce insulin"", ""whether producing more insulin would help the bacteria grow faster""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Jenny was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Jenny gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07973,images/train/train_07973.png,Which of the following could Allie's test show?,"[""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether different types of bacteria would need different nutrients to produce insulin"", ""whether producing more insulin would help the bacteria grow faster""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Allie was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Allie gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08064,images/train/train_08064.png,Which of the following could Emmy's test show?,"[""whether different types of bacteria would need different nutrients to produce insulin"", ""whether producing more insulin would help the bacteria grow faster"", ""whether she added enough nutrients to help the bacteria produce 20% more insulin""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Emmy was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Emmy gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08584,images/train/train_08584.png,Which of the following could Maura's test show?,"[""whether producing more insulin would help the bacteria grow faster"", ""whether different types of bacteria would need different nutrients to produce insulin"", ""whether she added enough nutrients to help the bacteria produce 20% more insulin""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Maura was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Maura gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_09608,images/train/train_09608.png,Which of the following could Tina's test show?,"[""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether producing more insulin would help the bacteria grow faster"", ""whether different types of bacteria would need different nutrients to produce insulin""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Tina was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Tina gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10627,images/train/train_10627.png,Which of the following could Diana's test show?,"[""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether producing more insulin would help the bacteria grow faster"", ""whether different types of bacteria would need different nutrients to produce insulin""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Diana was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Diana gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11061,images/train/train_11061.png,Which of the following could Tanvi's test show?,"[""whether producing more insulin would help the bacteria grow faster"", ""whether she added enough nutrients to help the bacteria produce 20% more insulin"", ""whether different types of bacteria would need different nutrients to produce insulin""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Tanvi was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Tanvi gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_12439,images/train/train_12439.png,"According to the text, what evidence of a volcanic eruption did the captain observe?","[""He heard a report on the radio warning about a volcanic eruption."", ""He smelled sulfur and then realized it was not coming from his boat."", ""He knew his crew had finished putting their fishing lines in the ocean.""]",3,1,"Before sunrise on November 14, 1963, the crew of the fishing boat Isleifur II had just finished putting their lines in the ocean off the southern coast of Iceland. As the crew waited to have breakfast, a strong smell of sulfur drifted over the boat. At first, crew members thought that the cook had burned the eggs or that something was wrong with the boat's engine. But when the sun started to rise, the crew saw black smoke billowing from the water a few kilometers away.
The captain of the Isleifur II assumed the smoke was coming from a boat that was on fire, so he sailed closer to try to help. As the Isleifur II approached the smoke, the surface of the sea grew rough. The captain and crew saw flashes of lightning in the column of smoke and glowing pieces of molten rock shooting up out of the water. The captain realized this was not a burning boat. It was a volcano erupting under the water!
Figure: the erupting undersea volcano seen by the sailors on the Isleifur II.",,,closed choice,grade8,natural science,literacy-in-science,Ecological interactions,Investigate primary succession on a volcanic island
train_03393,images/train/train_03393.png,Identify the question that Emmett's experiment can best answer.,"[""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?"", ""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Emmett divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Emmett opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04675,images/train/train_04675.png,Identify the question that Emmet's experiment can best answer.,"[""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?"", ""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Emmet divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Emmet opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_05720,images/train/train_05720.png,Identify the question that Ezra's experiment can best answer.,"[""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?"", ""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Ezra divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Ezra opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_05952,images/train/train_05952.png,Identify the question that Harold's experiment can best answer.,"[""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?"", ""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Harold divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Harold opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07158,images/train/train_07158.png,Identify the question that Manny's experiment can best answer.,"[""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?"", ""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Manny divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Manny opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08165,images/train/train_08165.png,Identify the question that Bob's experiment can best answer.,"[""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?"", ""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Bob divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Bob opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08730,images/train/train_08730.png,Identify the question that Juan's experiment can best answer.,"[""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?"", ""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Juan divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Juan opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_11758,images/train/train_11758.png,Identify the question that Henry's experiment can best answer.,"[""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?"", ""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Henry divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Henry opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_11871,images/train/train_11871.png,Identify the question that Chandler's experiment can best answer.,"[""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?"", ""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Chandler divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Chandler opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12370,images/train/train_12370.png,Identify the question that Shawn's experiment can best answer.,"[""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?"", ""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Shawn divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Shawn opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.
Figure: unripe bananas.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00519,images/train/train_00519.png,Identify the question that Camille's experiment can best answer.,"[""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?"", ""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Camille planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Camille added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Camille counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00932,images/train/train_00932.png,Identify the question that Brittany's experiment can best answer.,"[""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?"", ""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Brittany planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Brittany added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Brittany counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00952,images/train/train_00952.png,Identify the question that Patty's experiment can best answer.,"[""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?"", ""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Patty planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Patty added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Patty counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_01814,images/train/train_01814.png,Identify the question that Kayla's experiment can best answer.,"[""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?"", ""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kayla planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Kayla added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Kayla counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_03681,images/train/train_03681.png,Identify the question that Sidney's experiment can best answer.,"[""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?"", ""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Sidney planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Sidney added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Sidney counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_03953,images/train/train_03953.png,Identify the question that Bridgette's experiment can best answer.,"[""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?"", ""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Bridgette planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Bridgette added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Bridgette counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04229,images/train/train_04229.png,Identify the question that Greta's experiment can best answer.,"[""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?"", ""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Greta planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Greta added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Greta counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06233,images/train/train_06233.png,Identify the question that Evelyn's experiment can best answer.,"[""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?"", ""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Evelyn planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Evelyn added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Evelyn counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07178,images/train/train_07178.png,Identify the question that Maureen's experiment can best answer.,"[""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?"", ""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Maureen planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Maureen added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Maureen counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08857,images/train/train_08857.png,Identify the question that Lindsey's experiment can best answer.,"[""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?"", ""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Lindsey planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Lindsey added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Lindsey counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10561,images/train/train_10561.png,Identify the question that Tina's experiment can best answer.,"[""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?"", ""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Tina planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Tina added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Tina counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12221,images/train/train_12221.png,Identify the question that Haley's experiment can best answer.,"[""Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?"", ""Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Haley planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Haley added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Haley counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10310,images/train/train_10310.png,"In this food web, which organism contains matter that eventually moves to the sea cucumber?","[""black rockfish"", ""bat star"", ""orca"", ""kelp bass""]",4,2,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the sea cucumber.
No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the bat star to the sea cucumber.
The only arrow pointing from the black rockfish leads to the kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the black rockfish to the sea cucumber.There is one path matter can take from the orca to the sea cucumber: orca->sea cucumber. kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the kelp bass to the sea cucumber..",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
train_02183,images/train/train_02183.png,"According to the text, what evidence of a volcanic eruption did the captain observe?","[""He heard a report on the radio warning about a volcanic eruption."", ""He saw pieces of molten rock shooting out of the water."", ""He knew his crew had finished putting their fishing lines in the ocean.""]",3,1,"Before sunrise on November 14, 1963, the crew of the fishing boat Isleifur II had just finished putting their lines in the ocean off the southern coast of Iceland. As the crew waited to have breakfast, a strong smell of sulfur drifted over the boat. At first, crew members thought that the cook had burned the eggs or that something was wrong with the boat's engine. But when the sun started to rise, the crew saw black smoke billowing from the water a few kilometers away.
The captain of the Isleifur II assumed the smoke was coming from a boat that was on fire, so he sailed closer to try to help. As the Isleifur II approached the smoke, the surface of the sea grew rough. The captain and crew saw flashes of lightning in the column of smoke and glowing pieces of molten rock shooting up out of the water. The captain realized this was not a burning boat. It was a volcano erupting under the water!
Figure: the erupting undersea volcano seen by the sailors on the Isleifur II.",,,closed choice,grade8,natural science,literacy-in-science,Ecological interactions,Investigate primary succession on a volcanic island
train_01136,images/train/train_01136.png,Identify the question that Evan's experiment can best answer.,"[""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"", ""Do steel nails take fewer days to rust in water compared to vinegar?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Evan put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Evan checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_02296,images/train/train_02296.png,Identify the question that Darell's experiment can best answer.,"[""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"", ""Do steel nails take fewer days to rust in water compared to vinegar?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Darell put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Darell checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04008,images/train/train_04008.png,Identify the question that Leo's experiment can best answer.,"[""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"", ""Do steel nails take fewer days to rust in water compared to vinegar?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Leo put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Leo checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04781,images/train/train_04781.png,Identify the question that Chandler's experiment can best answer.,"[""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"", ""Do steel nails take fewer days to rust in water compared to vinegar?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Chandler put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Chandler checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04853,images/train/train_04853.png,Identify the question that Marvin's experiment can best answer.,"[""Do steel nails take fewer days to rust in water compared to vinegar?"", ""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Marvin put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Marvin checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06782,images/train/train_06782.png,Identify the question that William's experiment can best answer.,"[""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"", ""Do steel nails take fewer days to rust in water compared to vinegar?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

William put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. William checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06804,images/train/train_06804.png,Identify the question that Abdul's experiment can best answer.,"[""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"", ""Do steel nails take fewer days to rust in water compared to vinegar?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Abdul put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Abdul checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07630,images/train/train_07630.png,Identify the question that Mitchell's experiment can best answer.,"[""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"", ""Do steel nails take fewer days to rust in water compared to vinegar?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Mitchell put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Mitchell checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08576,images/train/train_08576.png,Identify the question that Jason's experiment can best answer.,"[""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"", ""Do steel nails take fewer days to rust in water compared to vinegar?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jason put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Jason checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08658,images/train/train_08658.png,Identify the question that Owen's experiment can best answer.,"[""Do steel nails take fewer days to rust in water compared to vinegar?"", ""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Owen put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Owen checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09952,images/train/train_09952.png,Identify the question that Jackson's experiment can best answer.,"[""Do steel nails take fewer days to rust in water compared to vinegar?"", ""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jackson put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Jackson checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12206,images/train/train_12206.png,Identify the question that Chase's experiment can best answer.,"[""Do steel nails take fewer days to rust in water compared to vinegar?"", ""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Chase put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Chase checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12405,images/train/train_12405.png,Identify the question that Jack's experiment can best answer.,"[""Do steel nails take fewer days to rust in water compared to vinegar?"", ""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jack put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Jack checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12517,images/train/train_12517.png,Identify the question that Duncan's experiment can best answer.,"[""Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"", ""Do steel nails take fewer days to rust in water compared to vinegar?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Duncan put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Duncan checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12610,images/train/train_12610.png,"Based on the text, how are fruit bats different from most other animals?","[""They can \""talk\"" directly to one other fruit bat."", ""They can understand some human speech."", ""They can communicate with many kinds of animals.""]",3,0,"Read the text about bats.
Several kinds of animals ""talk"" to one another in the wild. Dolphins whistle, birds sing, and wolves howl. In recent years, researchers have paid more attention to animal ""languages,"" and they have made some surprising discoveries. Egyptian fruit bats, for example, have a very complex way of talking to one another. In fact, they are one of the few animals that direct their calls to another individual. Most animals make calls to their entire group. Bats can also share more complex information than other animals. This is because they have special sounds to communicate specific issues.
Researchers at Tel Aviv University in Israel wanted to learn more about what bats are really saying to one another. First, scientist Yossi Yovel and his team recorded sound and video of twenty-two bats. Fifteen thousand bat calls were collected over a period of seventy-five days. Then, the researchers tried to match each bat call with a behavior. They used special software to help them tell different bat calls apart and decipher the bats' messages.
What Yovel and his team found was astonishing. Egyptian fruit bats are not just making squeaky noises; they are expressing very distinct concerns. One type of call means the bats are arguing over food. Another type of call means the bats are figuring out where they are going to sleep. A third call is used when one bat has gotten too close to another.
The researchers made another startling discovery. A bat can alter the sound of its call when addressing different members of the group. This is similar to how humans may use a different tone of voice when speaking to different people. It turns out that bats use language as a way to communicate their needs to each other, almost like humans do.",,"These are two ways in which fruit bats are different from most other animals:
They can ""talk"" directly to one other fruit bat.
The first paragraph states that Egyptian fruit bats are one of the few species that will direct calls to another individual.
They can communicate about specific problems.
The first paragraph also states that bats have special sounds for talking about specific issues.
These things are not stated in the text:
They can communicate with many kinds of animals.
They can understand some human speech.",closed choice,grade5,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
train_02948,images/train/train_02948.png,Which of the following could Judith's test show?,"[""how much the drone weighed with the blade guards"", ""if adding the blade guards made the drone fly poorly"", ""if the blade guards would break in a crash""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Judith was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Judith wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Judith put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05202,images/train/train_05202.png,Which of the following could Stacy's test show?,"[""how much the drone weighed with the blade guards"", ""if adding the blade guards made the drone fly poorly"", ""if the blade guards would break in a crash""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Stacy was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Stacy wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Stacy put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05226,images/train/train_05226.png,Which of the following could Valentina's test show?,"[""how much the drone weighed with the blade guards"", ""if the blade guards would break in a crash"", ""if adding the blade guards made the drone fly poorly""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Valentina was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Valentina wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Valentina put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06409,images/train/train_06409.png,Which of the following could Shivani's test show?,"[""how much the drone weighed with the blade guards"", ""if adding the blade guards made the drone fly poorly"", ""if the blade guards would break in a crash""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Shivani was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Shivani wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Shivani put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07198,images/train/train_07198.png,Which of the following could Ellie's test show?,"[""if the blade guards would break in a crash"", ""if adding the blade guards made the drone fly poorly"", ""how much the drone weighed with the blade guards""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Ellie was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Ellie wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Ellie put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07772,images/train/train_07772.png,Which of the following could Ayana's test show?,"[""if adding the blade guards made the drone fly poorly"", ""how much the drone weighed with the blade guards"", ""if the blade guards would break in a crash""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Ayana was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Ayana wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Ayana put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08589,images/train/train_08589.png,Which of the following could Anita's test show?,"[""if the blade guards would break in a crash"", ""how much the drone weighed with the blade guards"", ""if adding the blade guards made the drone fly poorly""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Anita was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Anita wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Anita put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_09027,images/train/train_09027.png,Which of the following could Jenny's test show?,"[""how much the drone weighed with the blade guards"", ""if adding the blade guards made the drone fly poorly"", ""if the blade guards would break in a crash""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Jenny was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Jenny wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Jenny put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10588,images/train/train_10588.png,Which of the following could Trudy's test show?,"[""if adding the blade guards made the drone fly poorly"", ""if the blade guards would break in a crash"", ""how much the drone weighed with the blade guards""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Trudy was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Trudy wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Trudy put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11385,images/train/train_11385.png,Which of the following could Brooke's test show?,"[""how much the drone weighed with the blade guards"", ""if the blade guards would break in a crash"", ""if adding the blade guards made the drone fly poorly""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Brooke was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Brooke wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Brooke put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11914,images/train/train_11914.png,Which of the following could Ava's test show?,"[""how much the drone weighed with the blade guards"", ""if adding the blade guards made the drone fly poorly"", ""if the blade guards would break in a crash""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Ava was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Ava wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.
So, Ava put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.
Figure: a drone without blade guards.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02219,images/train/train_02219.png,Identify the question that Gabby's experiment can best answer.,"[""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"", ""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Gabby prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Gabby soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Gabby scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_02422,images/train/train_02422.png,Identify the question that Shelley's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Shelley prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Shelley soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Shelley scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_03623,images/train/train_03623.png,Identify the question that Jen's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jen prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Jen soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Jen scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_03835,images/train/train_03835.png,Identify the question that Elena's experiment can best answer.,"[""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"", ""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Elena prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Elena soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Elena scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04755,images/train/train_04755.png,Identify the question that Leah's experiment can best answer.,"[""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"", ""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Leah prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Leah soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Leah scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07395,images/train/train_07395.png,Identify the question that Hazel's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Hazel prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Hazel soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Hazel scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08129,images/train/train_08129.png,Identify the question that Eliana's experiment can best answer.,"[""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"", ""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Eliana prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Eliana soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Eliana scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09152,images/train/train_09152.png,Identify the question that Estelle's experiment can best answer.,"[""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"", ""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Estelle prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Estelle soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Estelle scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09783,images/train/train_09783.png,Identify the question that Charlotte's experiment can best answer.,"[""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"", ""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Charlotte prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Charlotte soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Charlotte scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10100,images/train/train_10100.png,Identify the question that Danielle's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Danielle prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Danielle soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Danielle scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10615,images/train/train_10615.png,Identify the question that Abby's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Abby prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Abby soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Abby scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10699,images/train/train_10699.png,Identify the question that Elise's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Elise prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Elise soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Elise scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10861,images/train/train_10861.png,Identify the question that Irma's experiment can best answer.,"[""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"", ""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Irma prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Irma soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Irma scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_11364,images/train/train_11364.png,Identify the question that Isabelle's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Isabelle prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Isabelle soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Isabelle scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12023,images/train/train_12023.png,Identify the question that Jada's experiment can best answer.,"[""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"", ""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jada prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Jada soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Jada scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12143,images/train/train_12143.png,Identify the question that Lisa's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Lisa prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Lisa soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Lisa scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_01898,images/train/train_01898.png,"In this food web, which organism contains matter that eventually moves to the earthworm?","[""mushroom"", ""barren-ground caribou"", ""snowy owl"", ""grizzly bear""]",4,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.
The only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.
There are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.There is one path matter can take from the rough-legged hawk to the earthworm: rough-legged hawk->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. There is one path matter can take from the snowy owl to the earthworm: snowy owl->earthworm.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
train_06576,images/train/train_06576.png,"In this food web, which organism contains matter that eventually moves to the parasol fungus?","[""gray fox"", ""swallowtail caterpillar"", ""black racer"", ""bobcat""]",4,1,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the parasol fungus.There are two paths matter can take from the swallowtail caterpillar to the parasol fungus: swallowtail caterpillar->pine vole->parasol fungus. swallowtail caterpillar->black bear->parasol fungus. gray fox. There are two arrows pointing from the gray fox to other organisms. One arrow points to the bobcat. The only arrow pointing from the bobcat leads to the bolete fungus. The other arrow pointing from the gray fox leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the gray fox to the parasol fungus.. black racer. The only arrow pointing from the black racer leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the black racer to the parasol fungus.. There is one path matter can take from the silver maple to the parasol fungus: silver maple->beaver->black bear->parasol fungus. bobcat. The only arrow pointing from the bobcat leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the bobcat to the parasol fungus..",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_10704,images/train/train_10704.png,"Based on the text, how does a sloth's fur help protect it?","[""A sloth's fur protects its important organs."", ""A sloth's fur helps it hide from predators."", ""A sloth's fur helps it cling to tree branches.""]",3,1,"Read the text about sloths.
Sloths are known for being one of the slowest animals on the planet. They also sleep up to twenty hours every day. Even though sloths are lethargic, they manage to stay safe by living in the treetops of South and Central America. Sloths have special qualities that help them spend their lives hanging from branches.
For example, sloths' long fur grows in the opposite direction from that of most animals. Most animals' fur grows downward, which helps rainwater run down off the animal. Sloths' fur, however, grows upward. When a sloth is hanging upside down, rainwater is still directed off its body. This helps the sloth dry off more quickly. Sloth fur has another special purpose. Each strand of fur has grooves that collect algae. The algae give the sloth a greenish color, which helps it blend in with its leafy environment. Along with sloths' slow movement, this disguise makes sloths hard for predators to spot.
Sloths also have long, curved claws on their front and back legs. Sloths can use their claws to protect themselves from predators. More importantly, the long, sharp claws curve around branches for a powerful grip. In this way, sloths' claws keep them from slipping and falling out of trees.
Hanging upside down all day can be hard for other reasons. In most animals, hanging would cause the stomach, heart, and other organs to press on the lungs. Not for sloths, though. Sloths have special bands of tissue called adhesions that help attach certain organs to the rib cage. These bands of tissue hold the organs in place so they don't press down on the sloth's lungs. Thus the sloth stays healthy and comfortable while hanging in its upside-down world.",,"Look at the text in bold below. It tells you two ways a sloth's fur helps protect it.
For example, sloths' long fur grows in the opposite direction from that of most animals. Most animals' fur grows downward, which helps rainwater run down off the animal. Sloths' fur, however, grows upward. When a sloth is hanging upside down, rainwater is still directed off its body. This helps the sloth dry off more quickly. Sloth fur has another special purpose. Each strand of fur has grooves that collect algae. The algae give the sloth a greenish color, which helps it blend in with its leafy environment. Along with sloths' slow movement, this disguise makes sloths hard for predators to spot.",closed choice,grade5,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
train_05324,images/train/train_05324.png,"In this food web, which organism contains matter that eventually moves to the mushroom?","[""Arctic fox"", ""collared lemming"", ""barren-ground caribou"", ""bear sedge""]",4,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the mushroom.
Arrows point from the collared lemming to the earthworm and the Arctic fox. The only arrow pointing from the Arctic fox leads to the earthworm. No arrows point from the earthworm to any other organisms. So, in this food web, matter does not move from the collared lemming to the mushroom.
The only arrow pointing from the Arctic fox leads to the earthworm. No arrows point from the earthworm to any other organisms. So, in this food web, matter does not move from the Arctic fox to the mushroom.
The only arrow pointing from the bear sedge leads to the collared lemming. Arrows point from the collared lemming to the earthworm and the Arctic fox. The only arrow pointing from the Arctic fox leads to the earthworm. No arrows point from the earthworm to any other organisms. So, in this food web, matter does not move from the bear sedge to the mushroom.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
train_11970,images/train/train_11970.png,"Based on the information shown in the maps above, what was true about the New England Colonies compared to the other colonies?","[""It was easier to grow crops in New England than in the Southern or Middle Colonies."", ""It was harder to grow crops in New England than in the Southern or Middle Colonies."", ""New England was the second-easiest place to grow crops, after the Southern Colonies.""]",3,1,The two maps below give information about the colonial regions of North America. The first map shows how good the soil was for growing crops. The second map shows how many months each year the weather was good enough to grow crops. Use this information to answer the question below.,,"Look at what the two maps show about New England.
In the first map, most of New England is marked as having the least fertile soil. Fertile soil is good for growing crops. So, least fertile means that the soil in New England was the worst for growing crops, compared to the soil in the other colonies.
The second map shows that the growing season in most of New England was 3-5 months long, and in some parts it was 5-7 months long. The growing season was shorter in New England compared to the other colonies. A shorter growing season makes it harder to grow crops.
Because New England had the least fertile soil and the shortest growing season, it was harder to grow crops in New England than in the Southern and Middle Colonies.",closed choice,grade5,social science,us-history,English colonies in North America,New England colonies: economy and conflict
train_11050,images/train/train_11050.png,"In this food web, which organism contains matter that eventually moves to the earthworm?","[""Arctic fox"", ""mushroom"", ""grizzly bear"", ""lichen""]",4,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.There is one path matter can take from the Arctic fox to the earthworm: Arctic fox->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.. lichen. The only arrow pointing from the lichen leads to the barren-ground caribou. There are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the lichen to the earthworm.. There is one path matter can take from the rough-legged hawk to the earthworm: rough-legged hawk->earthworm.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
train_01575,images/train/train_01575.png,Which of these organisms contains matter that was once part of the bilberry?,"[""barren-ground caribou"", ""short-tailed weasel"", ""lichen"", ""bear sedge""]",4,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.There is one path matter can take from the bilberry to the short-tailed weasel: bilberry->brown lemming->short-tailed weasel. lichen. The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the lichen.. barren-ground caribou. The only arrow pointing to the barren-ground caribou starts from the lichen. The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the barren-ground caribou.. There are two paths matter can take from the bilberry to the Arctic fox: bilberry->Arctic fox. bilberry->brown lemming->Arctic fox. bear sedge. The bear sedge does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the bear sedge..",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
train_12092,images/train/train_12092.png,Which of the following organisms is the tertiary consumer in this food web?,"[""sea otter"", ""sea urchin"", ""phytoplankton"", ""kelp bass""]",4,3,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Tertiary consumers eat secondary consumers. So, in a food web, tertiary consumers have arrows pointing to them from secondary consumers. Secondary consumers have arrows pointing to them from primary consumers. And primary consumers have arrows pointing to them from producers.
The sea otter has an arrow pointing to it from the sea urchin. The sea urchin is not a secondary consumer. So, the sea otter is not a tertiary consumer.
The sea urchin has an arrow pointing to it from the kelp. The kelp is not a secondary consumer. So, the sea urchin is not a tertiary consumer.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a tertiary consumer.
The kelp bass has arrows pointing to it from the plainfin midshipman and the black rockfish. The plainfin midshipman and the black rockfish are secondary consumers, so the kelp bass is a tertiary consumer.
The orca has an arrow pointing to it from the sea otter. The sea otter is a secondary consumer, so the orca is a tertiary consumer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_12056,images/train/train_12056.png,"According to the timeline, which of the following statements is true about the period between 500 BCE and 50 BCE?","[""Rome was at war only a few times during these years."", ""Rome was always at war during these years."", ""Rome was at war for most of these years."", ""Rome was almost never at war for more than two years.""]",4,2,"Rome is the name of a city, but it can also refer to the Roman Republic. The Roman Republic began to rule many new places between 500 BCE and 50 BCE. In the questions that follow, you will learn more about the spread of the republic during that time.
This timeline shows when the Roman Republic was at war and peace during the 450 years after it began. Look at the timeline. Then answer the question below.",,"Look at the timeline below. The different shades show periods of time when Rome was at war or at peace. The legend shows which shade represents war and which represents peace.
On the timeline, periods of war take up more space than periods of peace do. So, Rome was at war for most of the years between 500 BCE and 50 BCE.",closed choice,grade7,social science,world-history,Rome and the Byzantine Empire,The Roman Republic: part II
train_07500,images/train/train_07500.png,Which of these organisms contains matter that was once part of the bilberry?,"[""lichen"", ""bear sedge"", ""barren-ground caribou"", ""parasitic jaeger""]",4,3,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.
The only arrow pointing to the barren-ground caribou starts from the lichen. The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the barren-ground caribou.There is one path matter can take from the bilberry to the parasitic jaeger: bilberry->brown lemming->parasitic jaeger. bear sedge. The bear sedge does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the bear sedge.. There is one path matter can take from the bilberry to the grizzly bear: bilberry->grizzly bear. lichen. The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the lichen..",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
train_02001,images/train/train_02001.png,Which of the following organisms is the secondary consumer in this food web?,"[""phytoplankton"", ""black rockfish"", ""zooplankton"", ""sea urchin""]",4,1,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The sea urchin has an arrow pointing to it from the kelp. The kelp is not a primary consumer. So, the sea urchin is not a secondary consumer.
The zooplankton has an arrow pointing to it from the phytoplankton. The phytoplankton is not a primary consumer. So, the zooplankton is not a secondary consumer.
The black rockfish has an arrow pointing to it from the zooplankton. The zooplankton is a primary consumer, so the black rockfish is a secondary consumer.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a secondary consumer.
The plainfin midshipman has an arrow pointing to it from the zooplankton. The zooplankton is a primary consumer, so the plainfin midshipman is a secondary consumer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_06251,images/train/train_06251.png,Which of the following organisms is the primary consumer in this food web?,"[""phytoplankton"", ""kelp bass"", ""orca"", ""sea otter""]",4,1,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The kelp bass has an arrow pointing to it from the kelp. The kelp is a producer, so the kelp bass is a primary consumer.
The orca has an arrow pointing to it from the sea otter. The sea otter is not a producer. So, the orca is not a primary consumer.
The sea otter has an arrow pointing to it from the sea urchin. The sea urchin is not a producer. So, the sea otter is not a primary consumer.
The zooplankton has an arrow pointing to it from the phytoplankton. The phytoplankton is a producer, so the zooplankton is a primary consumer.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a primary consumer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_11139,images/train/train_11139.png,Which of the following organisms is the secondary consumer in this food web?,"[""orca"", ""sea otter"", ""sea urchin"", ""phytoplankton""]",4,1,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a secondary consumer.
The sea urchin has an arrow pointing to it from the kelp. The kelp is not a primary consumer. So, the sea urchin is not a secondary consumer.
The sea otter has an arrow pointing to it from the sea urchin. The sea urchin is a primary consumer, so the sea otter is a secondary consumer.
The orca has an arrow pointing to it from the sea otter. The sea otter is not a primary consumer. So, the orca is not a secondary consumer.
The kelp bass has arrows pointing to it from the zooplankton and the plainfin midshipman. The zooplankton and the plainfin midshipman are primary consumers, so the kelp bass is a secondary consumer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_11769,images/train/train_11769.png,Which of the following organisms is the tertiary consumer in this food web?,"[""orca"", ""black rockfish"", ""phytoplankton"", ""sea otter""]",4,0,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Tertiary consumers eat secondary consumers. So, in a food web, tertiary consumers have arrows pointing to them from secondary consumers. Secondary consumers have arrows pointing to them from primary consumers. And primary consumers have arrows pointing to them from producers.
The kelp bass has arrows pointing to it from the plainfin midshipman and the black rockfish. The plainfin midshipman and the black rockfish are secondary consumers, so the kelp bass is a tertiary consumer.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a tertiary consumer.
The black rockfish has an arrow pointing to it from the zooplankton. The zooplankton is not a secondary consumer. So, the black rockfish is not a tertiary consumer.
The sea otter has an arrow pointing to it from the sea urchin. The sea urchin is not a secondary consumer. So, the sea otter is not a tertiary consumer.
The orca has an arrow pointing to it from the sea otter. The sea otter is a secondary consumer, so the orca is a tertiary consumer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_00557,images/train/train_00557.png,Identify the question that Vicky's experiment can best answer.,"[""Do radish plants grown under bright light have more leaves than radish plants grown under dim light?"", ""Do radishes grown under bright light get bigger than radishes grown under dim light?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Vicky planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Vicky watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_03159,images/train/train_03159.png,Identify the question that Rebecca's experiment can best answer.,"[""Do radishes grown under bright light get bigger than radishes grown under dim light?"", ""Do radish plants grown under bright light have more leaves than radish plants grown under dim light?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Rebecca planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Rebecca watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06822,images/train/train_06822.png,Identify the question that Carrie's experiment can best answer.,"[""Do radishes grown under bright light get bigger than radishes grown under dim light?"", ""Do radish plants grown under bright light have more leaves than radish plants grown under dim light?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Carrie planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Carrie watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06894,images/train/train_06894.png,Identify the question that Candice's experiment can best answer.,"[""Do radish plants grown under bright light have more leaves than radish plants grown under dim light?"", ""Do radishes grown under bright light get bigger than radishes grown under dim light?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Candice planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Candice watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08254,images/train/train_08254.png,Identify the question that Cora's experiment can best answer.,"[""Do radishes grown under bright light get bigger than radishes grown under dim light?"", ""Do radish plants grown under bright light have more leaves than radish plants grown under dim light?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Cora planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Cora watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_02069,images/train/train_02069.png,Which of these organisms contains matter that was once part of the lichen?,"[""grizzly bear"", ""snowy owl"", ""bilberry"", ""brown lemming""]",4,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.
The only arrow pointing to the snowy owl starts from the short-tailed weasel. The only arrow pointing to the short-tailed weasel starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the snowy owl.There is one path matter can take from the lichen to the grizzly bear: lichen->barren-ground caribou->grizzly bear. There are two paths matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. lichen->barren-ground caribou->grizzly bear->mushroom. brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the brown lemming.. bilberry. The bilberry does not have any arrows pointing to it. So, in this food web, matter does not move from the lichen to the bilberry..",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
train_00315,images/train/train_00315.png,Which of the following organisms is the secondary consumer in this food web?,"[""zooplankton"", ""phytoplankton"", ""kelp"", ""plainfin midshipman""]",4,3,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The zooplankton has an arrow pointing to it from the phytoplankton. The phytoplankton is not a primary consumer. So, the zooplankton is not a secondary consumer.
The kelp does not have any arrows pointing to it. So, the kelp is not a secondary consumer.
The kelp bass has arrows pointing to it from the zooplankton and the plainfin midshipman. The zooplankton and the plainfin midshipman are primary consumers, so the kelp bass is a secondary consumer.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a secondary consumer.
The plainfin midshipman has an arrow pointing to it from the zooplankton. The zooplankton is a primary consumer, so the plainfin midshipman is a secondary consumer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_11174,images/train/train_11174.png,Which of the following organisms is the primary consumer in this food web?,"[""kelp"", ""sea otter"", ""phytoplankton"", ""zooplankton""]",4,3,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The sea otter has an arrow pointing to it from the sea urchin. The sea urchin is not a producer. So, the sea otter is not a primary consumer.
The sea urchin has an arrow pointing to it from the kelp. The kelp is a producer, so the sea urchin is a primary consumer.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a primary consumer.
The zooplankton has an arrow pointing to it from the phytoplankton. The phytoplankton is a producer, so the zooplankton is a primary consumer.
The kelp does not have any arrows pointing to it. So, the kelp is not a primary consumer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_04887,images/train/train_04887.png,Which of the following organisms is the decomposer in this food web?,"[""sea cucumber"", ""kelp"", ""sea otter"", ""black rockfish""]",4,0,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.
The kelp has arrows pointing from it. So, the kelp is not a decomposer.
The bat star does not have arrows pointing from it to other organisms. So, the bat star is a decomposer.
The black rockfish has an arrow pointing from it. So, the black rockfish is not a decomposer.
The sea otter has an arrow pointing from it. So, the sea otter is not a decomposer.
The sea cucumber does not have arrows pointing from it to other organisms. So, the sea cucumber is a decomposer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_06691,images/train/train_06691.png,Which of the following organisms is the producer in this food web?,"[""bat star"", ""sea cucumber"", ""black rockfish"", ""phytoplankton""]",4,3,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The kelp does not have any arrows pointing to it. So, the kelp is a producer.
The black rockfish has an arrow pointing to it, so it is not a producer.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is a producer.
The bat star has an arrow pointing to it, so it is not a producer.
The sea cucumber has arrows pointing to it, so it is not a producer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_00598,images/train/train_00598.png,Identify the question that Donald's experiment can best answer.,"[""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?"", ""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Donald set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Donald watched cardinals visiting the feeders during the same hour each morning. During his observations, Donald counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_02850,images/train/train_02850.png,Identify the question that Zack's experiment can best answer.,"[""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?"", ""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Zack set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Zack watched cardinals visiting the feeders during the same hour each morning. During his observations, Zack counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_03443,images/train/train_03443.png,Identify the question that Mike's experiment can best answer.,"[""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?"", ""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Mike set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Mike watched cardinals visiting the feeders during the same hour each morning. During his observations, Mike counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04019,images/train/train_04019.png,Identify the question that Caleb's experiment can best answer.,"[""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?"", ""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Caleb set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Caleb watched cardinals visiting the feeders during the same hour each morning. During his observations, Caleb counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06344,images/train/train_06344.png,Identify the question that Cody's experiment can best answer.,"[""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?"", ""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Cody set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Cody watched cardinals visiting the feeders during the same hour each morning. During his observations, Cody counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08478,images/train/train_08478.png,Identify the question that Samuel's experiment can best answer.,"[""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?"", ""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Samuel set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Samuel watched cardinals visiting the feeders during the same hour each morning. During his observations, Samuel counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08620,images/train/train_08620.png,Identify the question that Austen's experiment can best answer.,"[""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?"", ""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Austen set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Austen watched cardinals visiting the feeders during the same hour each morning. During his observations, Austen counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10009,images/train/train_10009.png,Identify the question that Wayne's experiment can best answer.,"[""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?"", ""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Wayne set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Wayne watched cardinals visiting the feeders during the same hour each morning. During his observations, Wayne counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10608,images/train/train_10608.png,Identify the question that Dave's experiment can best answer.,"[""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?"", ""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Dave set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Dave watched cardinals visiting the feeders during the same hour each morning. During his observations, Dave counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12298,images/train/train_12298.png,Identify the question that Kirk's experiment can best answer.,"[""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?"", ""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kirk set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Kirk watched cardinals visiting the feeders during the same hour each morning. During his observations, Kirk counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_03196,images/train/train_03196.png,Which of the following organisms is the secondary consumer in this food web?,"[""swallowtail caterpillar"", ""gray fox"", ""silver maple"", ""persimmon tree""]",4,1,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The silver maple does not have any arrows pointing to it. So, the silver maple is not a secondary consumer.
The gray fox has arrows pointing to it from the swallowtail caterpillar and the pine vole. The swallowtail caterpillar and the pine vole are primary consumers, so the gray fox is a secondary consumer.
The swallowtail caterpillar has an arrow pointing to it from the persimmon tree. The persimmon tree is not a primary consumer, so the swallowtail caterpillar is not a secondary consumer.
The persimmon tree does not have any arrows pointing to it. So, the persimmon tree is not a secondary consumer.
The black bear has arrows pointing to it from the swallowtail caterpillar and the beaver. The swallowtail caterpillar and the beaver are primary consumers, so the black bear is a secondary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_05020,images/train/train_05020.png,Which of the following organisms is the primary consumer in this food web?,"[""bolete fungus"", ""silver maple"", ""swallowtail caterpillar"", ""black racer""]",4,2,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The bolete fungus has arrows pointing to it from the black racer, the gray fox, and the bobcat. None of these organisms is a producer, so the bolete fungus is not a primary consumer.
The black racer has an arrow pointing to it from the pine vole. The pine vole is not a producer, so the black racer is not a primary consumer.
The swallowtail caterpillar has an arrow pointing to it from the persimmon tree. The persimmon tree is a producer, so the swallowtail caterpillar is a primary consumer.
The silver maple does not have any arrows pointing to it. So, the silver maple is not a primary consumer.
The black bear has an arrow pointing to it from the persimmon tree. The persimmon tree is a producer, so the black bear is a primary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_10299,images/train/train_10299.png,Which of the following organisms is the primary consumer in this food web?,"[""black bear"", ""parasol fungus"", ""bolete fungus"", ""silver maple""]",4,0,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The bolete fungus has arrows pointing to it from the black racer, the gray fox, and the bobcat. None of these organisms is a producer, so the bolete fungus is not a primary consumer.
The black bear has an arrow pointing to it from the persimmon tree. The persimmon tree is a producer, so the black bear is a primary consumer.
The silver maple does not have any arrows pointing to it. So, the silver maple is not a primary consumer.
The pine vole has an arrow pointing to it from the persimmon tree. The persimmon tree is a producer, so the pine vole is a primary consumer.
The parasol fungus has arrows pointing to it from the pine vole and the black bear. Neither the pine vole nor the black bear is a producer, so the parasol fungus is not a primary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_11832,images/train/train_11832.png,Which of the following organisms is the secondary consumer in this food web?,"[""persimmon tree"", ""silver maple"", ""pine vole"", ""swallowtail caterpillar""]",4,2,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The persimmon tree does not have any arrows pointing to it. So, the persimmon tree is not a secondary consumer.
The silver maple does not have any arrows pointing to it. So, the silver maple is not a secondary consumer.
The swallowtail caterpillar has an arrow pointing to it from the persimmon tree. The persimmon tree is not a primary consumer, so the swallowtail caterpillar is not a secondary consumer.
The black bear has arrows pointing to it from the swallowtail caterpillar and the beaver. The swallowtail caterpillar and the beaver are primary consumers, so the black bear is a secondary consumer.
The pine vole has an arrow pointing to it from the swallowtail caterpillar. The swallowtail caterpillar is a primary consumer, so the pine vole is a secondary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_03703,images/train/train_03703.png,Which of the following organisms is the omnivore in this food web?,"[""black rockfish"", ""zooplankton"", ""kelp bass"", ""orca""]",4,2,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.
The black rockfish has only one arrow pointing to it. This arrow starts from the zooplankton, which is a consumer. So, the black rockfish is a consumer but not an omnivore.
The plainfin midshipman has an arrow pointing to it from the phytoplankton, which is a producer. The plainfin midshipman also has an arrow pointing to it from the zooplankton, which is a consumer. The plainfin midshipman eats a producer and a consumer, so it is an omnivore.
The orca has only one arrow pointing to it. This arrow starts from the sea otter, which is a consumer. So, the orca is a consumer but not an omnivore.
The kelp bass has an arrow pointing to it from the kelp, which is a producer. The kelp bass also has arrows pointing to it from the zooplankton, the plainfin midshipman, and the black rockfish, which are consumers. The kelp bass eats a producer and consumers, so it is an omnivore.
The zooplankton has only one arrow pointing to it. This arrow starts from the phytoplankton, which is a producer. So, the zooplankton is a consumer but not an omnivore.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_04829,images/train/train_04829.png,Which of the following organisms is the secondary consumer in this food web?,"[""persimmon tree"", ""swallowtail caterpillar"", ""beaver"", ""black racer""]",4,3,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The beaver has an arrow pointing to it from the silver maple. The silver maple is not a primary consumer, so the beaver is not a secondary consumer.
The swallowtail caterpillar has an arrow pointing to it from the persimmon tree. The persimmon tree is not a primary consumer, so the swallowtail caterpillar is not a secondary consumer.
The persimmon tree does not have any arrows pointing to it. So, the persimmon tree is not a secondary consumer.
The pine vole has an arrow pointing to it from the swallowtail caterpillar. The swallowtail caterpillar is a primary consumer, so the pine vole is a secondary consumer.
The black racer has an arrow pointing to it from the pine vole. The pine vole is a primary consumer, so the black racer is a secondary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_11028,images/train/train_11028.png,Which of the following organisms is the primary consumer in this food web?,"[""bobcat"", ""pine vole"", ""silver maple"", ""black racer""]",4,1,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The silver maple does not have any arrows pointing to it. So, the silver maple is not a primary consumer.
The beaver has an arrow pointing to it from the silver maple. The silver maple is a producer, so the beaver is a primary consumer.
The pine vole has an arrow pointing to it from the persimmon tree. The persimmon tree is a producer, so the pine vole is a primary consumer.
The bobcat has arrows pointing to it from the beaver and the gray fox. Neither the beaver nor the gray fox is a producer, so the bobcat is not a primary consumer.
The black racer has an arrow pointing to it from the pine vole. The pine vole is not a producer, so the black racer is not a primary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_00203,images/train/train_00203.png,Which of the following could Bryan's test show?,"[""whether an inexpensive filter would become clogged more often"", ""whether the filter was clogged"", ""the amount of bacteria in the water before it was filtered""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Bryan was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Bryan had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Bryan checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_00397,images/train/train_00397.png,Which of the following could Ken's test show?,"[""whether an inexpensive filter would become clogged more often"", ""the amount of bacteria in the water before it was filtered"", ""whether the filter was clogged""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Ken was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Ken had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Ken checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_00858,images/train/train_00858.png,Which of the following could Pablo's test show?,"[""the amount of bacteria in the water before it was filtered"", ""whether the filter was clogged"", ""whether an inexpensive filter would become clogged more often""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Pablo was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Pablo had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Pablo checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04251,images/train/train_04251.png,Which of the following could Eli's test show?,"[""whether an inexpensive filter would become clogged more often"", ""whether the filter was clogged"", ""the amount of bacteria in the water before it was filtered""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Eli was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Eli had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Eli checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06844,images/train/train_06844.png,Which of the following could Barry's test show?,"[""the amount of bacteria in the water before it was filtered"", ""whether the filter was clogged"", ""whether an inexpensive filter would become clogged more often""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Barry was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Barry had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Barry checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07213,images/train/train_07213.png,Which of the following could Darren's test show?,"[""the amount of bacteria in the water before it was filtered"", ""whether an inexpensive filter would become clogged more often"", ""whether the filter was clogged""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Darren was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Darren had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Darren checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07511,images/train/train_07511.png,Which of the following could Matt's test show?,"[""the amount of bacteria in the water before it was filtered"", ""whether an inexpensive filter would become clogged more often"", ""whether the filter was clogged""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Matt was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Matt had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Matt checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07927,images/train/train_07927.png,Which of the following could Tanner's test show?,"[""whether the filter was clogged"", ""the amount of bacteria in the water before it was filtered"", ""whether an inexpensive filter would become clogged more often""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Tanner was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Tanner had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Tanner checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08201,images/train/train_08201.png,Which of the following could Fernando's test show?,"[""whether the filter was clogged"", ""the amount of bacteria in the water before it was filtered"", ""whether an inexpensive filter would become clogged more often""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Fernando was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Fernando had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Fernando checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10232,images/train/train_10232.png,Which of the following could Jason's test show?,"[""whether an inexpensive filter would become clogged more often"", ""the amount of bacteria in the water before it was filtered"", ""whether the filter was clogged""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Jason was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Jason had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Jason checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10811,images/train/train_10811.png,Which of the following could Tommy's test show?,"[""whether an inexpensive filter would become clogged more often"", ""the amount of bacteria in the water before it was filtered"", ""whether the filter was clogged""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Tommy was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Tommy had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Tommy checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_12535,images/train/train_12535.png,What can Francesca and Desmond trade to each get what they want?,"[""Francesca can trade her tomatoes for Desmond's sandwich."", ""Desmond can trade his broccoli for Francesca's oranges."", ""Francesca can trade her tomatoes for Desmond's broccoli."", ""Desmond can trade his almonds for Francesca's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Francesca and Desmond open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Francesca wanted broccoli in her lunch and Desmond was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Francesca wanted broccoli in her lunch and Desmond was hoping for tomatoes. Look at the labeled part of the images.
Francesca has tomatoes. Desmond has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_00071,images/train/train_00071.png,What can Debbie and Madelyn trade to each get what they want?,"[""Madelyn can trade her broccoli for Debbie's oranges."", ""Debbie can trade her tomatoes for Madelyn's broccoli."", ""Debbie can trade her tomatoes for Madelyn's sandwich."", ""Madelyn can trade her almonds for Debbie's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Debbie and Madelyn open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Debbie wanted broccoli in her lunch and Madelyn was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Debbie wanted broccoli in her lunch and Madelyn was hoping for tomatoes. Look at the labeled part of the images.
Debbie has tomatoes. Madelyn has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_07516,images/train/train_07516.png,What can Isaiah and Jeanette trade to each get what they want?,"[""Jeanette can trade her broccoli for Isaiah's oranges."", ""Isaiah can trade his tomatoes for Jeanette's broccoli."", ""Isaiah can trade his tomatoes for Jeanette's sandwich."", ""Jeanette can trade her almonds for Isaiah's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Isaiah and Jeanette open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Isaiah wanted broccoli in his lunch and Jeanette was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Isaiah wanted broccoli in his lunch and Jeanette was hoping for tomatoes. Look at the labeled part of the images.
Isaiah has tomatoes. Jeanette has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_00948,images/train/train_00948.png,What can Mackenzie and Zane trade to each get what they want?,"[""Mackenzie can trade her tomatoes for Zane's broccoli."", ""Zane can trade his broccoli for Mackenzie's oranges."", ""Zane can trade his almonds for Mackenzie's tomatoes."", ""Mackenzie can trade her tomatoes for Zane's sandwich.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Mackenzie and Zane open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Mackenzie wanted broccoli in her lunch and Zane was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Mackenzie wanted broccoli in her lunch and Zane was hoping for tomatoes. Look at the labeled part of the images.
Mackenzie has tomatoes. Zane has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_09184,images/train/train_09184.png,What can Bryan and Manuel trade to each get what they want?,"[""Manuel can trade his almonds for Bryan's tomatoes."", ""Manuel can trade his broccoli for Bryan's oranges."", ""Bryan can trade his tomatoes for Manuel's sandwich."", ""Bryan can trade his tomatoes for Manuel's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Bryan and Manuel open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Bryan wanted broccoli in his lunch and Manuel was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Bryan wanted broccoli in his lunch and Manuel was hoping for tomatoes. Look at the labeled part of the images.
Bryan has tomatoes. Manuel has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_01901,images/train/train_01901.png,What can Miguel and Estelle trade to each get what they want?,"[""Miguel can trade his tomatoes for Estelle's broccoli."", ""Miguel can trade his tomatoes for Estelle's sandwich."", ""Estelle can trade her broccoli for Miguel's oranges."", ""Estelle can trade her almonds for Miguel's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Miguel and Estelle open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Miguel wanted broccoli in his lunch and Estelle was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Miguel wanted broccoli in his lunch and Estelle was hoping for tomatoes. Look at the labeled part of the images.
Miguel has tomatoes. Estelle has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_03249,images/train/train_03249.png,What can Gordon and Roxanne trade to each get what they want?,"[""Gordon can trade his tomatoes for Roxanne's sandwich."", ""Gordon can trade his tomatoes for Roxanne's broccoli."", ""Roxanne can trade her almonds for Gordon's tomatoes."", ""Roxanne can trade her broccoli for Gordon's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Gordon and Roxanne open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Gordon wanted broccoli in his lunch and Roxanne was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Gordon wanted broccoli in his lunch and Roxanne was hoping for tomatoes. Look at the labeled part of the images.
Gordon has tomatoes. Roxanne has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_08401,images/train/train_08401.png,What can Kaylee and Jeffrey trade to each get what they want?,"[""Jeffrey can trade his almonds for Kaylee's tomatoes."", ""Kaylee can trade her tomatoes for Jeffrey's sandwich."", ""Jeffrey can trade his broccoli for Kaylee's oranges."", ""Kaylee can trade her tomatoes for Jeffrey's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Kaylee and Jeffrey open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Kaylee wanted broccoli in her lunch and Jeffrey was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Kaylee wanted broccoli in her lunch and Jeffrey was hoping for tomatoes. Look at the labeled part of the images.
Kaylee has tomatoes. Jeffrey has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_10042,images/train/train_10042.png,What can Aaliyah and Wanda trade to each get what they want?,"[""Wanda can trade her almonds for Aaliyah's tomatoes."", ""Wanda can trade her broccoli for Aaliyah's oranges."", ""Aaliyah can trade her tomatoes for Wanda's sandwich."", ""Aaliyah can trade her tomatoes for Wanda's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Aaliyah and Wanda open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Aaliyah wanted broccoli in her lunch and Wanda was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Aaliyah wanted broccoli in her lunch and Wanda was hoping for tomatoes. Look at the labeled part of the images.
Aaliyah has tomatoes. Wanda has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_11154,images/train/train_11154.png,What can Manny and Antonio trade to each get what they want?,"[""Antonio can trade his broccoli for Manny's oranges."", ""Manny can trade his tomatoes for Antonio's broccoli."", ""Antonio can trade his almonds for Manny's tomatoes."", ""Manny can trade his tomatoes for Antonio's sandwich.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Manny and Antonio open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Manny wanted broccoli in his lunch and Antonio was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Manny wanted broccoli in his lunch and Antonio was hoping for tomatoes. Look at the labeled part of the images.
Manny has tomatoes. Antonio has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_09726,images/train/train_09726.png,What can Vicky and Regan trade to each get what they want?,"[""Vicky can trade her tomatoes for Regan's broccoli."", ""Vicky can trade her tomatoes for Regan's sandwich."", ""Regan can trade her broccoli for Vicky's oranges."", ""Regan can trade her almonds for Vicky's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Vicky and Regan open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Vicky wanted broccoli in her lunch and Regan was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Vicky wanted broccoli in her lunch and Regan was hoping for tomatoes. Look at the labeled part of the images.
Vicky has tomatoes. Regan has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_10477,images/train/train_10477.png,What can Sharon and Devin trade to each get what they want?,"[""Sharon can trade her tomatoes for Devin's sandwich."", ""Sharon can trade her tomatoes for Devin's broccoli."", ""Devin can trade his almonds for Sharon's tomatoes."", ""Devin can trade his broccoli for Sharon's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Sharon and Devin open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sharon wanted broccoli in her lunch and Devin was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Sharon wanted broccoli in her lunch and Devin was hoping for tomatoes. Look at the labeled part of the images.
Sharon has tomatoes. Devin has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_02479,images/train/train_02479.png,What can Allie and Sandeep trade to each get what they want?,"[""Sandeep can trade his almonds for Allie's tomatoes."", ""Allie can trade her tomatoes for Sandeep's sandwich."", ""Allie can trade her tomatoes for Sandeep's broccoli."", ""Sandeep can trade his broccoli for Allie's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Allie and Sandeep open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Allie wanted broccoli in her lunch and Sandeep was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Allie wanted broccoli in her lunch and Sandeep was hoping for tomatoes. Look at the labeled part of the images.
Allie has tomatoes. Sandeep has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_11951,images/train/train_11951.png,What can Jasmine and Daniel trade to each get what they want?,"[""Jasmine can trade her tomatoes for Daniel's sandwich."", ""Jasmine can trade her tomatoes for Daniel's broccoli."", ""Daniel can trade his broccoli for Jasmine's oranges."", ""Daniel can trade his almonds for Jasmine's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jasmine and Daniel open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jasmine wanted broccoli in her lunch and Daniel was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Jasmine wanted broccoli in her lunch and Daniel was hoping for tomatoes. Look at the labeled part of the images.
Jasmine has tomatoes. Daniel has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_03612,images/train/train_03612.png,What can Aiden and Bonnie trade to each get what they want?,"[""Bonnie can trade her almonds for Aiden's tomatoes."", ""Aiden can trade his tomatoes for Bonnie's broccoli."", ""Bonnie can trade her broccoli for Aiden's oranges."", ""Aiden can trade his tomatoes for Bonnie's sandwich.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Aiden and Bonnie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Aiden wanted broccoli in his lunch and Bonnie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Aiden wanted broccoli in his lunch and Bonnie was hoping for tomatoes. Look at the labeled part of the images.
Aiden has tomatoes. Bonnie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_03969,images/train/train_03969.png,What can Eddie and Valentina trade to each get what they want?,"[""Eddie can trade his tomatoes for Valentina's sandwich."", ""Valentina can trade her broccoli for Eddie's oranges."", ""Eddie can trade his tomatoes for Valentina's broccoli."", ""Valentina can trade her almonds for Eddie's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Eddie and Valentina open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Eddie wanted broccoli in his lunch and Valentina was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Eddie wanted broccoli in his lunch and Valentina was hoping for tomatoes. Look at the labeled part of the images.
Eddie has tomatoes. Valentina has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_08565,images/train/train_08565.png,What can Jayla and Shelley trade to each get what they want?,"[""Shelley can trade her broccoli for Jayla's oranges."", ""Jayla can trade her tomatoes for Shelley's sandwich."", ""Shelley can trade her almonds for Jayla's tomatoes."", ""Jayla can trade her tomatoes for Shelley's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jayla and Shelley open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jayla wanted broccoli in her lunch and Shelley was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Jayla wanted broccoli in her lunch and Shelley was hoping for tomatoes. Look at the labeled part of the images.
Jayla has tomatoes. Shelley has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_01022,images/train/train_01022.png,What can Nathan and Xavier trade to each get what they want?,"[""Xavier can trade his almonds for Nathan's tomatoes."", ""Nathan can trade his tomatoes for Xavier's broccoli."", ""Nathan can trade his tomatoes for Xavier's sandwich."", ""Xavier can trade his broccoli for Nathan's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Nathan and Xavier open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Nathan wanted broccoli in his lunch and Xavier was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Nathan wanted broccoli in his lunch and Xavier was hoping for tomatoes. Look at the labeled part of the images.
Nathan has tomatoes. Xavier has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_04805,images/train/train_04805.png,What can Anita and Shannon trade to each get what they want?,"[""Anita can trade her tomatoes for Shannon's broccoli."", ""Shannon can trade her broccoli for Anita's oranges."", ""Anita can trade her tomatoes for Shannon's sandwich."", ""Shannon can trade her almonds for Anita's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Anita and Shannon open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Anita wanted broccoli in her lunch and Shannon was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Anita wanted broccoli in her lunch and Shannon was hoping for tomatoes. Look at the labeled part of the images.
Anita has tomatoes. Shannon has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_06377,images/train/train_06377.png,What can Danielle and Akira trade to each get what they want?,"[""Danielle can trade her tomatoes for Akira's sandwich."", ""Akira can trade her almonds for Danielle's tomatoes."", ""Danielle can trade her tomatoes for Akira's broccoli."", ""Akira can trade her broccoli for Danielle's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Danielle and Akira open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Danielle wanted broccoli in her lunch and Akira was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Danielle wanted broccoli in her lunch and Akira was hoping for tomatoes. Look at the labeled part of the images.
Danielle has tomatoes. Akira has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_01365,images/train/train_01365.png,What can Monica and Troy trade to each get what they want?,"[""Monica can trade her tomatoes for Troy's broccoli."", ""Troy can trade his almonds for Monica's tomatoes."", ""Troy can trade his broccoli for Monica's oranges."", ""Monica can trade her tomatoes for Troy's sandwich.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Monica and Troy open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Monica wanted broccoli in her lunch and Troy was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Monica wanted broccoli in her lunch and Troy was hoping for tomatoes. Look at the labeled part of the images.
Monica has tomatoes. Troy has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_11926,images/train/train_11926.png,What can Nathan and Doug trade to each get what they want?,"[""Nathan can trade his tomatoes for Doug's broccoli."", ""Doug can trade his broccoli for Nathan's oranges."", ""Nathan can trade his tomatoes for Doug's sandwich."", ""Doug can trade his almonds for Nathan's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Nathan and Doug open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Nathan wanted broccoli in his lunch and Doug was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Nathan wanted broccoli in his lunch and Doug was hoping for tomatoes. Look at the labeled part of the images.
Nathan has tomatoes. Doug has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_11369,images/train/train_11369.png,What can Tyrone and Mason trade to each get what they want?,"[""Tyrone can trade his tomatoes for Mason's sandwich."", ""Mason can trade his broccoli for Tyrone's oranges."", ""Mason can trade his almonds for Tyrone's tomatoes."", ""Tyrone can trade his tomatoes for Mason's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Tyrone and Mason open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Tyrone wanted broccoli in his lunch and Mason was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Tyrone wanted broccoli in his lunch and Mason was hoping for tomatoes. Look at the labeled part of the images.
Tyrone has tomatoes. Mason has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_12511,images/train/train_12511.png,What can Stefan and Bruce trade to each get what they want?,"[""Bruce can trade his almonds for Stefan's tomatoes."", ""Bruce can trade his broccoli for Stefan's oranges."", ""Stefan can trade his tomatoes for Bruce's broccoli."", ""Stefan can trade his tomatoes for Bruce's sandwich.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Stefan and Bruce open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Stefan wanted broccoli in his lunch and Bruce was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Stefan wanted broccoli in his lunch and Bruce was hoping for tomatoes. Look at the labeled part of the images.
Stefan has tomatoes. Bruce has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_10986,images/train/train_10986.png,What can Terrell and Sophie trade to each get what they want?,"[""Terrell can trade his tomatoes for Sophie's broccoli."", ""Sophie can trade her broccoli for Terrell's oranges."", ""Sophie can trade her almonds for Terrell's tomatoes."", ""Terrell can trade his tomatoes for Sophie's sandwich.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Terrell and Sophie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Terrell wanted broccoli in his lunch and Sophie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Terrell wanted broccoli in his lunch and Sophie was hoping for tomatoes. Look at the labeled part of the images.
Terrell has tomatoes. Sophie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_00309,images/train/train_00309.png,What can Gavin and Nolan trade to each get what they want?,"[""Nolan can trade his broccoli for Gavin's oranges."", ""Nolan can trade his almonds for Gavin's tomatoes."", ""Gavin can trade his tomatoes for Nolan's broccoli."", ""Gavin can trade his tomatoes for Nolan's sandwich.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Gavin and Nolan open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Gavin wanted broccoli in his lunch and Nolan was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Gavin wanted broccoli in his lunch and Nolan was hoping for tomatoes. Look at the labeled part of the images.
Gavin has tomatoes. Nolan has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_12350,images/train/train_12350.png,What can Perry and Antonio trade to each get what they want?,"[""Antonio can trade his almonds for Perry's tomatoes."", ""Perry can trade his tomatoes for Antonio's sandwich."", ""Perry can trade his tomatoes for Antonio's broccoli."", ""Antonio can trade his broccoli for Perry's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Perry and Antonio open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Perry wanted broccoli in his lunch and Antonio was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Perry wanted broccoli in his lunch and Antonio was hoping for tomatoes. Look at the labeled part of the images.
Perry has tomatoes. Antonio has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_07559,images/train/train_07559.png,What can Aisha and Hayley trade to each get what they want?,"[""Aisha can trade her tomatoes for Hayley's broccoli."", ""Hayley can trade her broccoli for Aisha's oranges."", ""Aisha can trade her tomatoes for Hayley's sandwich."", ""Hayley can trade her almonds for Aisha's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Aisha and Hayley open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Aisha wanted broccoli in her lunch and Hayley was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Aisha wanted broccoli in her lunch and Hayley was hoping for tomatoes. Look at the labeled part of the images.
Aisha has tomatoes. Hayley has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_00112,images/train/train_00112.png,What can Akira and Brooke trade to each get what they want?,"[""Brooke can trade her broccoli for Akira's oranges."", ""Brooke can trade her almonds for Akira's tomatoes."", ""Akira can trade her tomatoes for Brooke's sandwich."", ""Akira can trade her tomatoes for Brooke's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Akira and Brooke open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Akira wanted broccoli in her lunch and Brooke was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Akira wanted broccoli in her lunch and Brooke was hoping for tomatoes. Look at the labeled part of the images.
Akira has tomatoes. Brooke has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_06837,images/train/train_06837.png,What can Britney and Devon trade to each get what they want?,"[""Britney can trade her tomatoes for Devon's broccoli."", ""Devon can trade her broccoli for Britney's oranges."", ""Britney can trade her tomatoes for Devon's sandwich."", ""Devon can trade her almonds for Britney's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Britney and Devon open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Britney wanted broccoli in her lunch and Devon was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Britney wanted broccoli in her lunch and Devon was hoping for tomatoes. Look at the labeled part of the images.
Britney has tomatoes. Devon has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_05904,images/train/train_05904.png,What can Ezra and Charlotte trade to each get what they want?,"[""Charlotte can trade her almonds for Ezra's tomatoes."", ""Charlotte can trade her broccoli for Ezra's oranges."", ""Ezra can trade his tomatoes for Charlotte's broccoli."", ""Ezra can trade his tomatoes for Charlotte's sandwich.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ezra and Charlotte open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Ezra wanted broccoli in his lunch and Charlotte was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Ezra wanted broccoli in his lunch and Charlotte was hoping for tomatoes. Look at the labeled part of the images.
Ezra has tomatoes. Charlotte has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_09827,images/train/train_09827.png,What can Vicky and Oscar trade to each get what they want?,"[""Oscar can trade his broccoli for Vicky's oranges."", ""Vicky can trade her tomatoes for Oscar's sandwich."", ""Vicky can trade her tomatoes for Oscar's broccoli."", ""Oscar can trade his almonds for Vicky's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Vicky and Oscar open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Vicky wanted broccoli in her lunch and Oscar was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Vicky wanted broccoli in her lunch and Oscar was hoping for tomatoes. Look at the labeled part of the images.
Vicky has tomatoes. Oscar has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_01143,images/train/train_01143.png,What can Chloe and Eddie trade to each get what they want?,"[""Chloe can trade her tomatoes for Eddie's sandwich."", ""Chloe can trade her tomatoes for Eddie's broccoli."", ""Eddie can trade his almonds for Chloe's tomatoes."", ""Eddie can trade his broccoli for Chloe's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Chloe and Eddie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Chloe wanted broccoli in her lunch and Eddie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Chloe wanted broccoli in her lunch and Eddie was hoping for tomatoes. Look at the labeled part of the images.
Chloe has tomatoes. Eddie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_09925,images/train/train_09925.png,What can Mandy and Julian trade to each get what they want?,"[""Mandy can trade her tomatoes for Julian's sandwich."", ""Julian can trade his broccoli for Mandy's oranges."", ""Mandy can trade her tomatoes for Julian's broccoli."", ""Julian can trade his almonds for Mandy's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Mandy and Julian open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Mandy wanted broccoli in her lunch and Julian was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Mandy wanted broccoli in her lunch and Julian was hoping for tomatoes. Look at the labeled part of the images.
Mandy has tomatoes. Julian has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_00933,images/train/train_00933.png,What can Connor and Vicky trade to each get what they want?,"[""Connor can trade his tomatoes for Vicky's sandwich."", ""Vicky can trade her broccoli for Connor's oranges."", ""Vicky can trade her almonds for Connor's tomatoes."", ""Connor can trade his tomatoes for Vicky's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Connor and Vicky open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Connor wanted broccoli in his lunch and Vicky was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Connor wanted broccoli in his lunch and Vicky was hoping for tomatoes. Look at the labeled part of the images.
Connor has tomatoes. Vicky has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_07267,images/train/train_07267.png,What can Austen and Kelly trade to each get what they want?,"[""Austen can trade his tomatoes for Kelly's broccoli."", ""Kelly can trade her broccoli for Austen's oranges."", ""Kelly can trade her almonds for Austen's tomatoes."", ""Austen can trade his tomatoes for Kelly's sandwich.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Austen and Kelly open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Austen wanted broccoli in his lunch and Kelly was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Austen wanted broccoli in his lunch and Kelly was hoping for tomatoes. Look at the labeled part of the images.
Austen has tomatoes. Kelly has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_01609,images/train/train_01609.png,What can Jill and Victoria trade to each get what they want?,"[""Jill can trade her tomatoes for Victoria's broccoli."", ""Jill can trade her tomatoes for Victoria's sandwich."", ""Victoria can trade her almonds for Jill's tomatoes."", ""Victoria can trade her broccoli for Jill's oranges.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jill and Victoria open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jill wanted broccoli in her lunch and Victoria was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Jill wanted broccoli in her lunch and Victoria was hoping for tomatoes. Look at the labeled part of the images.
Jill has tomatoes. Victoria has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_01759,images/train/train_01759.png,What can Alexa and Jason trade to each get what they want?,"[""Jason can trade his almonds for Alexa's tomatoes."", ""Alexa can trade her tomatoes for Jason's sandwich."", ""Alexa can trade her tomatoes for Jason's broccoli."", ""Jason can trade his broccoli for Alexa's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Alexa and Jason open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Alexa wanted broccoli in her lunch and Jason was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Alexa wanted broccoli in her lunch and Jason was hoping for tomatoes. Look at the labeled part of the images.
Alexa has tomatoes. Jason has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_01349,images/train/train_01349.png,What can Damon and Bert trade to each get what they want?,"[""Bert can trade his broccoli for Damon's oranges."", ""Damon can trade his tomatoes for Bert's sandwich."", ""Damon can trade his tomatoes for Bert's broccoli."", ""Bert can trade his almonds for Damon's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Damon and Bert open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Damon wanted broccoli in his lunch and Bert was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Damon wanted broccoli in his lunch and Bert was hoping for tomatoes. Look at the labeled part of the images.
Damon has tomatoes. Bert has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_02038,images/train/train_02038.png,What can Clare and Henry trade to each get what they want?,"[""Henry can trade his broccoli for Clare's oranges."", ""Clare can trade her tomatoes for Henry's broccoli."", ""Henry can trade his almonds for Clare's tomatoes."", ""Clare can trade her tomatoes for Henry's sandwich.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Clare and Henry open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Clare wanted broccoli in her lunch and Henry was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Clare wanted broccoli in her lunch and Henry was hoping for tomatoes. Look at the labeled part of the images.
Clare has tomatoes. Henry has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_08455,images/train/train_08455.png,What can Devin and Connor trade to each get what they want?,"[""Devin can trade his tomatoes for Connor's broccoli."", ""Connor can trade his almonds for Devin's tomatoes."", ""Connor can trade his broccoli for Devin's oranges."", ""Devin can trade his tomatoes for Connor's sandwich.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Devin and Connor open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Devin wanted broccoli in his lunch and Connor was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Devin wanted broccoli in his lunch and Connor was hoping for tomatoes. Look at the labeled part of the images.
Devin has tomatoes. Connor has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_05543,images/train/train_05543.png,What can Bernard and Troy trade to each get what they want?,"[""Troy can trade his broccoli for Bernard's oranges."", ""Troy can trade his almonds for Bernard's tomatoes."", ""Bernard can trade his tomatoes for Troy's broccoli."", ""Bernard can trade his tomatoes for Troy's sandwich.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Bernard and Troy open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Bernard wanted broccoli in his lunch and Troy was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Bernard wanted broccoli in his lunch and Troy was hoping for tomatoes. Look at the labeled part of the images.
Bernard has tomatoes. Troy has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_00813,images/train/train_00813.png,What can Jenny and Olivia trade to each get what they want?,"[""Jenny can trade her tomatoes for Olivia's broccoli."", ""Olivia can trade her broccoli for Jenny's oranges."", ""Jenny can trade her tomatoes for Olivia's sandwich."", ""Olivia can trade her almonds for Jenny's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jenny and Olivia open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jenny wanted broccoli in her lunch and Olivia was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Jenny wanted broccoli in her lunch and Olivia was hoping for tomatoes. Look at the labeled part of the images.
Jenny has tomatoes. Olivia has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_01158,images/train/train_01158.png,What can Sam and Denise trade to each get what they want?,"[""Denise can trade her broccoli for Sam's oranges."", ""Denise can trade her almonds for Sam's tomatoes."", ""Sam can trade his tomatoes for Denise's sandwich."", ""Sam can trade his tomatoes for Denise's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Sam and Denise open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sam wanted broccoli in his lunch and Denise was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Sam wanted broccoli in his lunch and Denise was hoping for tomatoes. Look at the labeled part of the images.
Sam has tomatoes. Denise has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_10372,images/train/train_10372.png,What can Belle and Kate trade to each get what they want?,"[""Belle can trade her tomatoes for Kate's sandwich."", ""Kate can trade her almonds for Belle's tomatoes."", ""Belle can trade her tomatoes for Kate's broccoli."", ""Kate can trade her broccoli for Belle's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Belle and Kate open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Belle wanted broccoli in her lunch and Kate was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Belle wanted broccoli in her lunch and Kate was hoping for tomatoes. Look at the labeled part of the images.
Belle has tomatoes. Kate has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_02466,images/train/train_02466.png,What can Avery and Kiera trade to each get what they want?,"[""Kiera can trade her almonds for Avery's tomatoes."", ""Avery can trade her tomatoes for Kiera's sandwich."", ""Kiera can trade her broccoli for Avery's oranges."", ""Avery can trade her tomatoes for Kiera's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Avery and Kiera open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Avery wanted broccoli in her lunch and Kiera was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Avery wanted broccoli in her lunch and Kiera was hoping for tomatoes. Look at the labeled part of the images.
Avery has tomatoes. Kiera has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_11873,images/train/train_11873.png,What can Edgar and Aaron trade to each get what they want?,"[""Edgar can trade his tomatoes for Aaron's broccoli."", ""Aaron can trade his broccoli for Edgar's oranges."", ""Edgar can trade his tomatoes for Aaron's sandwich."", ""Aaron can trade his almonds for Edgar's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Edgar and Aaron open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Edgar wanted broccoli in his lunch and Aaron was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Edgar wanted broccoli in his lunch and Aaron was hoping for tomatoes. Look at the labeled part of the images.
Edgar has tomatoes. Aaron has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_10786,images/train/train_10786.png,What can Felipe and Kevin trade to each get what they want?,"[""Felipe can trade his tomatoes for Kevin's sandwich."", ""Kevin can trade his almonds for Felipe's tomatoes."", ""Felipe can trade his tomatoes for Kevin's broccoli."", ""Kevin can trade his broccoli for Felipe's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Felipe and Kevin open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Felipe wanted broccoli in his lunch and Kevin was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Felipe wanted broccoli in his lunch and Kevin was hoping for tomatoes. Look at the labeled part of the images.
Felipe has tomatoes. Kevin has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_11331,images/train/train_11331.png,What can Jaden and Meg trade to each get what they want?,"[""Meg can trade her broccoli for Jaden's oranges."", ""Jaden can trade his tomatoes for Meg's sandwich."", ""Jaden can trade his tomatoes for Meg's broccoli."", ""Meg can trade her almonds for Jaden's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jaden and Meg open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jaden wanted broccoli in his lunch and Meg was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Jaden wanted broccoli in his lunch and Meg was hoping for tomatoes. Look at the labeled part of the images.
Jaden has tomatoes. Meg has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_11997,images/train/train_11997.png,What can Nate and Lola trade to each get what they want?,"[""Nate can trade his tomatoes for Lola's sandwich."", ""Nate can trade his tomatoes for Lola's broccoli."", ""Lola can trade her almonds for Nate's tomatoes."", ""Lola can trade her broccoli for Nate's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Nate and Lola open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Nate wanted broccoli in his lunch and Lola was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Nate wanted broccoli in his lunch and Lola was hoping for tomatoes. Look at the labeled part of the images.
Nate has tomatoes. Lola has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_11308,images/train/train_11308.png,What can Andrew and Roy trade to each get what they want?,"[""Andrew can trade his tomatoes for Roy's sandwich."", ""Andrew can trade his tomatoes for Roy's broccoli."", ""Roy can trade his almonds for Andrew's tomatoes."", ""Roy can trade his broccoli for Andrew's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Andrew and Roy open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Andrew wanted broccoli in his lunch and Roy was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Andrew wanted broccoli in his lunch and Roy was hoping for tomatoes. Look at the labeled part of the images.
Andrew has tomatoes. Roy has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_06631,images/train/train_06631.png,What can Kenji and Tracy trade to each get what they want?,"[""Kenji can trade his tomatoes for Tracy's sandwich."", ""Tracy can trade her broccoli for Kenji's oranges."", ""Kenji can trade his tomatoes for Tracy's broccoli."", ""Tracy can trade her almonds for Kenji's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Kenji and Tracy open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Kenji wanted broccoli in his lunch and Tracy was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Kenji wanted broccoli in his lunch and Tracy was hoping for tomatoes. Look at the labeled part of the images.
Kenji has tomatoes. Tracy has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_07432,images/train/train_07432.png,What can Ben and Darnell trade to each get what they want?,"[""Darnell can trade his almonds for Ben's tomatoes."", ""Ben can trade his tomatoes for Darnell's sandwich."", ""Ben can trade his tomatoes for Darnell's broccoli."", ""Darnell can trade his broccoli for Ben's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ben and Darnell open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Ben wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Ben wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the labeled part of the images.
Ben has tomatoes. Darnell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_10898,images/train/train_10898.png,What can Katie and Jerry trade to each get what they want?,"[""Katie can trade her tomatoes for Jerry's sandwich."", ""Katie can trade her tomatoes for Jerry's broccoli."", ""Jerry can trade his almonds for Katie's tomatoes."", ""Jerry can trade his broccoli for Katie's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Katie and Jerry open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Katie wanted broccoli in her lunch and Jerry was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Katie wanted broccoli in her lunch and Jerry was hoping for tomatoes. Look at the labeled part of the images.
Katie has tomatoes. Jerry has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_09820,images/train/train_09820.png,What can Troy and Jason trade to each get what they want?,"[""Troy can trade his tomatoes for Jason's broccoli."", ""Jason can trade his almonds for Troy's tomatoes."", ""Troy can trade his tomatoes for Jason's sandwich."", ""Jason can trade his broccoli for Troy's oranges.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Troy and Jason open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Troy wanted broccoli in his lunch and Jason was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Troy wanted broccoli in his lunch and Jason was hoping for tomatoes. Look at the labeled part of the images.
Troy has tomatoes. Jason has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_00490,images/train/train_00490.png,What can Finn and Tiana trade to each get what they want?,"[""Tiana can trade her almonds for Finn's tomatoes."", ""Finn can trade his tomatoes for Tiana's sandwich."", ""Tiana can trade her broccoli for Finn's oranges."", ""Finn can trade his tomatoes for Tiana's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Finn and Tiana open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Finn wanted broccoli in his lunch and Tiana was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Finn wanted broccoli in his lunch and Tiana was hoping for tomatoes. Look at the labeled part of the images.
Finn has tomatoes. Tiana has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.",closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
train_10707,images/train/train_10707.png,Which of the following best describes an ecosystem in a tropical cloud forest in Costa Rica?,"[""the orchids and the bromeliads"", ""the strangler fig trees, the mosses, and the fog"", ""the Schroeder's oncidium orchids""]",3,1,"Read the passage. Then answer the question below.

The Monteverde tropical cloud forest in Costa Rica is located about 1,500 meters above sea level. At this high elevation, moisture in the air forms a thick fog that resembles a cloud. The fog collects as droplets on plants and drips into the soil.
Tropical cloud forests have a lot of epiphytes, or plants that grow on trees. Strangler fig trees in the Monteverde cloud forest are often covered in epiphytes such as mosses, bromeliads, and orchids. There are hundreds of orchid species in Monteverde, such as the Schroeder's oncidium orchid.
Figure: moss and a bromeliad plant growing on a tree in a cloud forest.","In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.
A single organism is an individual. Individuals of the same species that live in the same place are part of a population.
Multiple populations of different species that live in the same place are part of a community.
Together, communities of living organisms and the nonliving parts of their environment make up an ecosystem.",,closed choice,grade7,natural science,biology,Ecosystems,"Describe populations, communities, and ecosystems"
train_01044,images/train/train_01044.png,Which of the following organisms is the producer in this food web?,"[""orca"", ""bat star"", ""zooplankton"", ""kelp""]",4,3,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is a producer.
The bat star has an arrow pointing to it, so it is not a producer.
The orca has an arrow pointing to it, so it is not a producer.
The zooplankton has an arrow pointing to it, so it is not a producer.
The kelp does not have any arrows pointing to it. So, the kelp is a producer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
train_04661,images/train/train_04661.png,Which of the following organisms is the secondary consumer in this food web?,"[""beaver"", ""bobcat"", ""persimmon tree"", ""swallowtail caterpillar""]",4,1,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The black racer has an arrow pointing to it from the pine vole. The pine vole is a primary consumer, so the black racer is a secondary consumer.
The beaver has an arrow pointing to it from the silver maple. The silver maple is not a primary consumer, so the beaver is not a secondary consumer.
The persimmon tree does not have any arrows pointing to it. So, the persimmon tree is not a secondary consumer.
The swallowtail caterpillar has an arrow pointing to it from the persimmon tree. The persimmon tree is not a primary consumer, so the swallowtail caterpillar is not a secondary consumer.
The bobcat has an arrow pointing to it from the beaver. The beaver is a primary consumer, so the bobcat is a secondary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_12124,images/train/train_12124.png,Which of the following organisms is the tertiary consumer in this food web?,"[""pine vole"", ""beaver"", ""swallowtail caterpillar"", ""bobcat""]",4,3,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Tertiary consumers eat secondary consumers. So, in a food web, tertiary consumers have arrows pointing to them from secondary consumers. Secondary consumers have arrows pointing to them from primary consumers. And primary consumers have arrows pointing to them from producers.
The swallowtail caterpillar has an arrow pointing to it from the persimmon tree. The persimmon tree is not a secondary consumer, so the swallowtail caterpillar is not a tertiary consumer.
The pine vole has an arrow pointing to it from the persimmon tree and the swallowtail caterpillar. Neither the persimmon tree nor the swallowtail caterpillar is a secondary consumer, so the pine vole is not a tertiary consumer.
The bobcat has an arrow pointing to it from the gray fox. The gray fox is a secondary consumer, so the bobcat is a tertiary consumer.
The gray fox has an arrow pointing to it from the pine vole. The pine vole is a secondary consumer, so the gray fox is a tertiary consumer.
The beaver has an arrow pointing to it from the silver maple. The silver maple is not a secondary consumer, so the beaver is not a tertiary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_01078,images/train/train_01078.png,Which of the following statements is true?,"[""Each bryum moss cell is so small that it can be seen only with the help of a microscope."", ""The organism shown in the micrograph is made up of cells, but the organism in the photograph is not."", ""Each bryum moss cell is over 0.37 millimeters long.""]",3,0,"Look at the images and read the text. Then, answer the question.

Figure 1: a photograph of bryum moss.
This image is a photograph of a plant called bryum moss. The photograph was taken with an ordinary camera. It shows what you would see if you looked at bryum moss closely.

Figure 2: a micrograph of bryum moss.
This image also shows bryum moss. The image is a micrograph, which is a magnified picture taken with the aid of a microscope. The magnified image shows a section of the plant that is only 0.37 millimeters long!
The micrograph shows that the plant is made up of small, similarly shaped units. In this image, each unit looks like it has six sides and is surrounded by a white border. These units are called cells.",,,closed choice,grade6,natural science,biology,Cells,Understanding cells
train_00609,images/train/train_00609.png,Which of the following could Elise and Myra's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Elise and Myra were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_00831,images/train/train_00831.png,Which of the following could Aisha and Lily's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Aisha and Lily were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01089,images/train/train_01089.png,Which of the following could Mona and Bridget's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Mona and Bridget were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01638,images/train/train_01638.png,Which of the following could Colleen and Amelia's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Colleen and Amelia were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01742,images/train/train_01742.png,Which of the following could Myra and Jenna's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Myra and Jenna were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01844,images/train/train_01844.png,Which of the following could Julia and Tiana's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Julia and Tiana were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02909,images/train/train_02909.png,Which of the following could Meg and Tammy's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Meg and Tammy were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02978,images/train/train_02978.png,Which of the following could Laura and Isabella's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Laura and Isabella were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_03320,images/train/train_03320.png,Which of the following could Alice and Maddie's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Alice and Maddie were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04593,images/train/train_04593.png,Which of the following could Isabelle and Kayla's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Isabelle and Kayla were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04824,images/train/train_04824.png,Which of the following could Layla and Jane's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Layla and Jane were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06515,images/train/train_06515.png,Which of the following could Ruth and Alexandra's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Ruth and Alexandra were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06638,images/train/train_06638.png,Which of the following could Lindsey and Harper's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Lindsey and Harper were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06997,images/train/train_06997.png,Which of the following could Anne and Danielle's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Anne and Danielle were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07209,images/train/train_07209.png,Which of the following could Samantha and Justine's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Samantha and Justine were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07294,images/train/train_07294.png,Which of the following could Bridgette and Eva's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Bridgette and Eva were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07612,images/train/train_07612.png,Which of the following could Shawna and Maddie's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Shawna and Maddie were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07808,images/train/train_07808.png,Which of the following could Sophie and Kendall's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Sophie and Kendall were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07894,images/train/train_07894.png,Which of the following could Lacey and Kathleen's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Lacey and Kathleen were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08403,images/train/train_08403.png,Which of the following could Rosa and Suzie's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Rosa and Suzie were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_09842,images/train/train_09842.png,Which of the following could Anne and Kimi's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Anne and Kimi were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10113,images/train/train_10113.png,Which of the following could Brenna and Sophia's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Brenna and Sophia were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10143,images/train/train_10143.png,Which of the following could Olivia and Kayla's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Olivia and Kayla were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10287,images/train/train_10287.png,Which of the following could Karen and Belle's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Karen and Belle were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10292,images/train/train_10292.png,Which of the following could Kelly and Jenny's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Kelly and Jenny were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10444,images/train/train_10444.png,Which of the following could Isabelle and Maddie's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Isabelle and Maddie were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10896,images/train/train_10896.png,Which of the following could Cora and Ashley's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Cora and Ashley were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11005,images/train/train_11005.png,Which of the following could Hazel and Scarlett's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Hazel and Scarlett were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11776,images/train/train_11776.png,Which of the following could Aubrey and Savannah's test show?,"[""if a new batch of concrete was firm enough to use"", ""if the concrete from each batch took the same amount of time to dry""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Aubrey and Savannah were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11862,images/train/train_11862.png,Which of the following could Britney and Roxanne's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Britney and Roxanne were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11971,images/train/train_11971.png,Which of the following could Annie and Nora's test show?,"[""if the concrete from each batch took the same amount of time to dry"", ""if a new batch of concrete was firm enough to use""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Annie and Nora were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01032,images/train/train_01032.png,Which of the following organisms is the decomposer in this food web?,"[""gray fox"", ""black bear"", ""swallowtail caterpillar"", ""bolete fungus""]",4,3,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.
The black bear has an arrow pointing from it. So, the black bear is not a decomposer.
The bolete fungus does not have arrows pointing from it to other organisms. So, the bolete fungus is a decomposer.
The parasol fungus does not have arrows pointing from it to other organisms. So, the parasol fungus is a decomposer.
The swallowtail caterpillar has arrows pointing from it. So, the swallowtail caterpillar is not a decomposer.
The gray fox has arrows pointing from it. So, the gray fox is not a decomposer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_08006,images/train/train_08006.png,Which of the following organisms is the producer in this food web?,"[""pine vole"", ""bolete fungus"", ""persimmon tree"", ""gray fox""]",4,2,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The gray fox has arrows pointing to it, so it is not a producer.
The silver maple does not have any arrows pointing to it. So, the silver maple is a producer.
The pine vole has arrows pointing to it, so it is not a producer.
The persimmon tree does not have any arrows pointing to it. So, the persimmon tree is a producer.
The bolete fungus has arrows pointing to it, so it is not a producer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_00546,images/train/train_00546.png,Identify the question that Neil's experiment can best answer.,"[""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"", ""Can pennies hold more drops of pure water or water mixed with hand soap?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Neil used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Neil recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Neil compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_01247,images/train/train_01247.png,Identify the question that Darnell's experiment can best answer.,"[""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"", ""Can pennies hold more drops of pure water or water mixed with hand soap?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Darnell used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Darnell recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Darnell compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_02506,images/train/train_02506.png,Identify the question that Joseph's experiment can best answer.,"[""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"", ""Can pennies hold more drops of pure water or water mixed with hand soap?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Joseph used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Joseph recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Joseph compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_02566,images/train/train_02566.png,Identify the question that Colton's experiment can best answer.,"[""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"", ""Can pennies hold more drops of pure water or water mixed with hand soap?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Colton used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Colton recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Colton compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04960,images/train/train_04960.png,Identify the question that Edgar's experiment can best answer.,"[""Can pennies hold more drops of pure water or water mixed with hand soap?"", ""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Edgar used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Edgar recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Edgar compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_05334,images/train/train_05334.png,Identify the question that Vince's experiment can best answer.,"[""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"", ""Can pennies hold more drops of pure water or water mixed with hand soap?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Vince used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Vince recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Vince compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06516,images/train/train_06516.png,Identify the question that Devin's experiment can best answer.,"[""Can pennies hold more drops of pure water or water mixed with hand soap?"", ""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Devin used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Devin recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Devin compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07107,images/train/train_07107.png,Identify the question that Dale's experiment can best answer.,"[""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"", ""Can pennies hold more drops of pure water or water mixed with hand soap?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Dale used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Dale recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Dale compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07126,images/train/train_07126.png,Identify the question that Larry's experiment can best answer.,"[""Can pennies hold more drops of pure water or water mixed with hand soap?"", ""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Larry used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Larry recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Larry compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07433,images/train/train_07433.png,Identify the question that Josiah's experiment can best answer.,"[""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"", ""Can pennies hold more drops of pure water or water mixed with hand soap?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Josiah used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Josiah recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Josiah compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07711,images/train/train_07711.png,Identify the question that Clayton's experiment can best answer.,"[""Can pennies hold more drops of pure water or water mixed with hand soap?"", ""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Clayton used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Clayton recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Clayton compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08154,images/train/train_08154.png,Identify the question that Franco's experiment can best answer.,"[""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"", ""Can pennies hold more drops of pure water or water mixed with hand soap?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Franco used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Franco recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Franco compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08686,images/train/train_08686.png,Identify the question that Lamar's experiment can best answer.,"[""Can pennies hold more drops of pure water or water mixed with hand soap?"", ""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Lamar used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Lamar recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Lamar compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09058,images/train/train_09058.png,Identify the question that Mateo's experiment can best answer.,"[""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"", ""Can pennies hold more drops of pure water or water mixed with hand soap?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Mateo used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Mateo recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Mateo compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09410,images/train/train_09410.png,Identify the question that Danny's experiment can best answer.,"[""Can pennies hold more drops of pure water or water mixed with hand soap?"", ""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Danny used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Danny recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Danny compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12263,images/train/train_12263.png,Identify the question that Rudy's experiment can best answer.,"[""Can pennies hold more drops of pure water or water mixed with hand soap?"", ""Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Rudy used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Rudy recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Rudy compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08867,images/train/train_08867.png,Which of the following best describes an ecosystem in a California tide pool?,"[""a school of fluffy sculpins"", ""the giant green anemones, the ochre sea stars, and the red octopuses"", ""the rocks, the salt water, and the California mussels""]",3,2,"Read the passage. Then answer the question below.

In a tide pool in California, California mussels live up high on the rocks. They are only submerged during high tide, when the water level is the highest.
Giant green anemones and ochre sea stars live lower in the tide pool. They are submerged during high tide but exposed to air during low tide, when most water drains out of the tide pool.
Species such as red octopuses and fluffy sculpin fish must stay underwater at all times. So, they swim in parts of the tide pool that are underwater even at low tide.
Figure: a tide pool containing mussels, sea stars, and anemones.","In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.
A single organism is an individual. Individuals of the same species that live in the same place are part of a population.
Multiple populations of different species that live in the same place are part of a community.
Together, communities of living organisms and the nonliving parts of their environment make up an ecosystem.",,closed choice,grade7,natural science,biology,Ecosystems,"Describe populations, communities, and ecosystems"
train_08041,images/train/train_08041.png,Identify the question that the students' experiment can best answer.,"[""Do balloons kept in freezers have more mass than balloons kept at room temperature?"", ""Do balloons get smaller when they are kept in freezers or at room temperature?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

The students in a physics class inflated 30 identical balloons to the same size. The students placed half of the balloons in freezers at 0°F and left half of the balloons at room temperature, which was 68°F. Three hours later, the students measured the sizes of the balloons. They compared the sizes of balloons kept at room temperature to the sizes of balloons kept in freezers.
Figure: inflating a balloon.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_05976,images/train/train_05976.png,Which of the following organisms is the decomposer in this food web?,"[""beaver"", ""gray fox"", ""persimmon tree"", ""parasol fungus""]",4,3,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.
The bolete fungus does not have arrows pointing from it to other organisms. So, the bolete fungus is a decomposer.
The gray fox has arrows pointing from it. So, the gray fox is not a decomposer.
The beaver has arrows pointing from it. So, the beaver is not a decomposer.
The parasol fungus does not have arrows pointing from it to other organisms. So, the parasol fungus is a decomposer.
The persimmon tree has arrows pointing from it. So, the persimmon tree is not a decomposer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_08668,images/train/train_08668.png,Which of the following organisms is the omnivore in this food web?,"[""silver maple"", ""beaver"", ""gray fox"", ""pine vole""]",4,3,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.
The pine vole has an arrow pointing to it from the persimmon tree, which is a producer. The pine vole also has an arrow pointing to it from the swallowtail caterpillar, which is a consumer. The pine vole eats a producer and a consumer, so it is an omnivore.
The black bear has an arrow pointing to it from the persimmon tree, which is a producer. The black bear also has arrows pointing to it from the swallowtail caterpillar and the beaver, which are consumers. The black bear eats a producer and consumers, so it is an omnivore.
The beaver has only one arrow pointing to it. This arrow starts from the silver maple, which is a producer. So, the beaver is a consumer but not an omnivore.
The silver maple does not have any arrows pointing to it. So, the silver maple is not an omnivore.
The gray fox has two arrows pointing to it. These arrows start from the swallowtail caterpillar and the pine vole, which are both consumers.  So, the gray fox is a consumer but not an omnivore.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
train_00527,images/train/train_00527.png,Which of the following could Jen's test show?,"[""how much the new turbine would weigh"", ""whether the new turbine could produce 10% more electricity"", ""if the new turbine could turn easily""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Jen was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Jen created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01307,images/train/train_01307.png,Which of the following could Miranda's test show?,"[""how much the new turbine would weigh"", ""if the new turbine could turn easily"", ""whether the new turbine could produce 10% more electricity""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Miranda was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Miranda created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01780,images/train/train_01780.png,Which of the following could Rosa's test show?,"[""if the new turbine could turn easily"", ""how much the new turbine would weigh"", ""whether the new turbine could produce 10% more electricity""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Rosa was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Rosa created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02194,images/train/train_02194.png,Which of the following could Lila's test show?,"[""if the new turbine could turn easily"", ""whether the new turbine could produce 10% more electricity"", ""how much the new turbine would weigh""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Lila was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Lila created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02414,images/train/train_02414.png,Which of the following could Savannah's test show?,"[""if the new turbine could turn easily"", ""how much the new turbine would weigh"", ""whether the new turbine could produce 10% more electricity""]",3,2,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Savannah was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Savannah created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_03770,images/train/train_03770.png,Which of the following could Pamela's test show?,"[""how much the new turbine would weigh"", ""whether the new turbine could produce 10% more electricity"", ""if the new turbine could turn easily""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Pamela was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Pamela created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05374,images/train/train_05374.png,Which of the following could Shivani's test show?,"[""if the new turbine could turn easily"", ""whether the new turbine could produce 10% more electricity"", ""how much the new turbine would weigh""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Shivani was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Shivani created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06859,images/train/train_06859.png,Which of the following could Quinn's test show?,"[""if the new turbine could turn easily"", ""whether the new turbine could produce 10% more electricity"", ""how much the new turbine would weigh""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Quinn was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Quinn created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06935,images/train/train_06935.png,Which of the following could Reagan's test show?,"[""whether the new turbine could produce 10% more electricity"", ""if the new turbine could turn easily"", ""how much the new turbine would weigh""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Reagan was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Reagan created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07315,images/train/train_07315.png,Which of the following could Britney's test show?,"[""whether the new turbine could produce 10% more electricity"", ""how much the new turbine would weigh"", ""if the new turbine could turn easily""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Britney was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Britney created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_07846,images/train/train_07846.png,Which of the following could Arianna's test show?,"[""whether the new turbine could produce 10% more electricity"", ""if the new turbine could turn easily"", ""how much the new turbine would weigh""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Arianna was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Arianna created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08984,images/train/train_08984.png,Which of the following could Erica's test show?,"[""how much the new turbine would weigh"", ""whether the new turbine could produce 10% more electricity"", ""if the new turbine could turn easily""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Erica was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Erica created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10347,images/train/train_10347.png,Which of the following could Josie's test show?,"[""whether the new turbine could produce 10% more electricity"", ""how much the new turbine would weigh"", ""if the new turbine could turn easily""]",3,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Josie was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Josie created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11461,images/train/train_11461.png,Which of the following could Judy's test show?,"[""how much the new turbine would weigh"", ""whether the new turbine could produce 10% more electricity"", ""if the new turbine could turn easily""]",3,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Wind turbines use wind power to produce electricity. Judy was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Judy created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.
Figure: studying a wind turbine computer model.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade8,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08993,images/train/train_08993.png,Which of the following best describes a community in a small lake in Wisconsin?,"[""the insects, the water milfoil, and the nutrients"", ""a school of bluegill fish"", ""the water milfoil, the American lotus, and the water purslane""]",3,2,"Read the passage. Then answer the question below.

In a small lake in Wisconsin, aquatic plants such as water milfoil, American lotus, and water purslane grow along the shoreline. These plants help to keep the lake clean by absorbing substances that can pollute the water. The plants also provide oxygen to aquatic animals and create a habitat for fish, frogs, and insects.
Many insects and small fish hide in these aquatic plants. So, the plants are a common hunting area for predatory species such as bluegill fish.
Figure: American lotus plants in a lake.","In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.
A single organism is an individual. Individuals of the same species that live in the same place are part of a population.
Multiple populations of different species that live in the same place are part of a community.
Together, communities of living organisms and the nonliving parts of their environment make up an ecosystem.",,closed choice,grade7,natural science,biology,Ecosystems,"Describe populations, communities, and ecosystems"
train_04770,images/train/train_04770.png,Which of the following best describes an ecosystem in the Everglades wetlands?,"[""the red mangroves, the American crocodiles, and brackish water"", ""a forest of white mangrove trees"", ""the black mangroves, the white mangroves, and the American alligators""]",3,0,"Read the passage. Then answer the question below.

The wetlands of Everglades National Park in Florida have three species of mangrove trees: red mangroves, black mangroves, and white mangroves. These trees grow in the brackish wetland environment, where fresh water from rivers mixes with salt water from the ocean.
The Everglades wetlands are also home to American alligators and American crocodiles. American alligators live in the brackish wetlands but can also live in freshwater rivers. American crocodiles prefer brackish or saltwater environments.
Figure: an American alligator rests near mangroves.","In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.
A single organism is an individual. Individuals of the same species that live in the same place are part of a population.
Multiple populations of different species that live in the same place are part of a community.
Together, communities of living organisms and the nonliving parts of their environment make up an ecosystem.",,closed choice,grade7,natural science,biology,Ecosystems,"Describe populations, communities, and ecosystems"
train_00115,images/train/train_00115.png,Identify the question that Lily's experiment can best answer.,"[""Do the temperatures inside boxes depend on the sizes of the boxes?"", ""Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Lily glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Lily made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Lily compared the average temperature inside the black boxes to the average temperature inside the white boxes.
Figure: a shoebox painted black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_01126,images/train/train_01126.png,Identify the question that Nicole's experiment can best answer.,"[""Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?"", ""Do the temperatures inside boxes depend on the sizes of the boxes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Nicole glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Nicole made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Nicole compared the average temperature inside the black boxes to the average temperature inside the white boxes.
Figure: a shoebox painted black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_05973,images/train/train_05973.png,Identify the question that Jeanette's experiment can best answer.,"[""Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?"", ""Do the temperatures inside boxes depend on the sizes of the boxes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jeanette glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Jeanette made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Jeanette compared the average temperature inside the black boxes to the average temperature inside the white boxes.
Figure: a shoebox painted black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06152,images/train/train_06152.png,Identify the question that Trisha's experiment can best answer.,"[""Do the temperatures inside boxes depend on the sizes of the boxes?"", ""Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Trisha glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Trisha made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Trisha compared the average temperature inside the black boxes to the average temperature inside the white boxes.
Figure: a shoebox painted black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06818,images/train/train_06818.png,Identify the question that Judith's experiment can best answer.,"[""Do the temperatures inside boxes depend on the sizes of the boxes?"", ""Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Judith glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Judith made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Judith compared the average temperature inside the black boxes to the average temperature inside the white boxes.
Figure: a shoebox painted black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09779,images/train/train_09779.png,Identify the question that Jackie's experiment can best answer.,"[""Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?"", ""Do the temperatures inside boxes depend on the sizes of the boxes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jackie glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Jackie made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Jackie compared the average temperature inside the black boxes to the average temperature inside the white boxes.
Figure: a shoebox painted black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_11784,images/train/train_11784.png,Identify the question that Irma's experiment can best answer.,"[""Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?"", ""Do the temperatures inside boxes depend on the sizes of the boxes?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Irma glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Irma made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Irma compared the average temperature inside the black boxes to the average temperature inside the white boxes.
Figure: a shoebox painted black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00772,images/train/train_00772.png,Identify the question that Cara's experiment can best answer.,"[""Does the amount of water in a glass affect whether eggs sink or float in the water?"", ""Are eggs more likely to float in fresh water or salty water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Cara poured four ounces of water into each of six glasses. Cara dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Cara placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Cara repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_01783,images/train/train_01783.png,Identify the question that Linda's experiment can best answer.,"[""Does the amount of water in a glass affect whether eggs sink or float in the water?"", ""Are eggs more likely to float in fresh water or salty water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Linda poured four ounces of water into each of six glasses. Linda dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Linda placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Linda repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_03635,images/train/train_03635.png,Identify the question that Sasha's experiment can best answer.,"[""Does the amount of water in a glass affect whether eggs sink or float in the water?"", ""Are eggs more likely to float in fresh water or salty water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Sasha poured four ounces of water into each of six glasses. Sasha dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Sasha placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Sasha repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04082,images/train/train_04082.png,Identify the question that Janet's experiment can best answer.,"[""Does the amount of water in a glass affect whether eggs sink or float in the water?"", ""Are eggs more likely to float in fresh water or salty water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Janet poured four ounces of water into each of six glasses. Janet dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Janet placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Janet repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_05357,images/train/train_05357.png,Identify the question that Tessa's experiment can best answer.,"[""Does the amount of water in a glass affect whether eggs sink or float in the water?"", ""Are eggs more likely to float in fresh water or salty water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Tessa poured four ounces of water into each of six glasses. Tessa dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Tessa placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Tessa repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_05736,images/train/train_05736.png,Identify the question that Emma's experiment can best answer.,"[""Does the amount of water in a glass affect whether eggs sink or float in the water?"", ""Are eggs more likely to float in fresh water or salty water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Emma poured four ounces of water into each of six glasses. Emma dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Emma placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Emma repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06242,images/train/train_06242.png,Identify the question that Martha's experiment can best answer.,"[""Does the amount of water in a glass affect whether eggs sink or float in the water?"", ""Are eggs more likely to float in fresh water or salty water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Martha poured four ounces of water into each of six glasses. Martha dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Martha placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Martha repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06501,images/train/train_06501.png,Identify the question that Alana's experiment can best answer.,"[""Are eggs more likely to float in fresh water or salty water?"", ""Does the amount of water in a glass affect whether eggs sink or float in the water?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Alana poured four ounces of water into each of six glasses. Alana dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Alana placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Alana repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06662,images/train/train_06662.png,Identify the question that Mackenzie's experiment can best answer.,"[""Are eggs more likely to float in fresh water or salty water?"", ""Does the amount of water in a glass affect whether eggs sink or float in the water?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Mackenzie poured four ounces of water into each of six glasses. Mackenzie dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Mackenzie placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Mackenzie repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06996,images/train/train_06996.png,Identify the question that Stacy's experiment can best answer.,"[""Are eggs more likely to float in fresh water or salty water?"", ""Does the amount of water in a glass affect whether eggs sink or float in the water?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Stacy poured four ounces of water into each of six glasses. Stacy dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Stacy placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Stacy repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09080,images/train/train_09080.png,Identify the question that Florence's experiment can best answer.,"[""Does the amount of water in a glass affect whether eggs sink or float in the water?"", ""Are eggs more likely to float in fresh water or salty water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Florence poured four ounces of water into each of six glasses. Florence dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Florence placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Florence repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10929,images/train/train_10929.png,Identify the question that Hazel's experiment can best answer.,"[""Are eggs more likely to float in fresh water or salty water?"", ""Does the amount of water in a glass affect whether eggs sink or float in the water?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Hazel poured four ounces of water into each of six glasses. Hazel dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Hazel placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Hazel repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_11505,images/train/train_11505.png,Identify the question that Whitney's experiment can best answer.,"[""Are eggs more likely to float in fresh water or salty water?"", ""Does the amount of water in a glass affect whether eggs sink or float in the water?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Whitney poured four ounces of water into each of six glasses. Whitney dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Whitney placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Whitney repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_12282,images/train/train_12282.png,Identify the question that Brenda's experiment can best answer.,"[""Does the amount of water in a glass affect whether eggs sink or float in the water?"", ""Are eggs more likely to float in fresh water or salty water?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Brenda poured four ounces of water into each of six glasses. Brenda dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Brenda placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Brenda repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10585,images/train/train_10585.png,Which type of relationship is formed when a brown-headed cowbird lays an egg in a yellow warbler nest?,"[""parasitic"", ""commensal"", ""mutualistic""]",3,0,"Read the passage. Then answer the question.

Brown-headed cowbirds lay their eggs in the nests of yellow warblers or other songbirds. When a cowbird egg hatches, the warbler parents feed and raise the cowbird chick as their own. This way, the cowbird parents don't spend their own energy raising their offspring. The warbler parents spend so much time and energy raising the cowbird chick that they are not able to raise as many of their own offspring.
Figure: a yellow warbler feeding a brown-headed cowbird chick.","When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)","When a brown-headed cowbird lays its egg in a yellow warbler nest, the cowbird doesn't spend its own energy raising its offspring. So, the cowbird benefits from its relationship with the warblers.
The warblers are not able to raise as many of their own offspring because they are busy taking care of the cowbird chick. So, the warblers are harmed by their relationship with the cowbird.
Since the cowbird benefits and the warblers are harmed, a parasitic relationship is formed when a brown-headed cowbird lays an egg in a yellow warbler nest.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
train_08942,images/train/train_08942.png,Which of the following best describes a population on an island in the Bahamas?,"[""the rocky soil and the small trees"", ""the brown anole lizards"", ""the Bahamian boa constrictors and the curly-tailed lizards""]",3,1,"Read the passage. Then answer the question below.

The Bahamas is an archipelago made up of over 700 islands. The islands are mostly flat, with sandy beaches, rocky soil, and small trees.
Most of the Bahamas islands are home to brown anole lizards. This species of lizard eats small insects such as crickets, ants, and grasshoppers. The brown anoles themselves are eaten by Bahamian boa constrictors, red-winged blackbirds, and even other lizards, such as the curly-tail lizard.
Figure: a sandy beach and rocky shoreline on an island in the Bahamas.","In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.
A single organism is an individual. Individuals of the same species that live in the same place are part of a population.
Multiple populations of different species that live in the same place are part of a community.
Together, communities of living organisms and the nonliving parts of their environment make up an ecosystem.",,closed choice,grade7,natural science,biology,Ecosystems,"Describe populations, communities, and ecosystems"
train_07793,images/train/train_07793.png,Which of the following best describes a population on sea ice in the Arctic?,"[""a group of ringed seals"", ""the walruses and the sea ice"", ""the polar bears and the walruses""]",3,0,"Read the passage. Then answer the question below.

Sea ice in the Arctic is a resting place for many mammals. Species such as ringed seals, walruses, and polar bears rest on sea ice when they are not hunting in the water below.
These mammals are adapted to extremely cold temperatures. Ringed seals and walruses grow thick layers of fat, called blubber, under their skin. Blubber protects their bodies from the frigid temperatures. Polar bears eat ringed seals and walruses. The blubber in these types of prey is a good energy source for polar bears.
Figure: walruses resting on sea ice.","In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.
A single organism is an individual. Individuals of the same species that live in the same place are part of a population.
Multiple populations of different species that live in the same place are part of a community.
Together, communities of living organisms and the nonliving parts of their environment make up an ecosystem.",,closed choice,grade7,natural science,biology,Ecosystems,"Describe populations, communities, and ecosystems"
train_04679,images/train/train_04679.png,"Based on the maps above, what is true about the Middle Colonies compared to the other colonial regions?","[""It was was easier to grow crops in the Middle Colonies than in the Southern Colonies."", ""It was easier to grow crops in the Middle Colonies than in New England."", ""It was harder to grow crops in the Middle Colonies than in New England.""]",3,1,The two maps below give information about the colonial regions of North America. The first map shows how good the soil was for growing crops. The second map shows how many months each year the weather was good enough to grow crops. Use this information to answer the question below.,,"Look at the maps.
It was easier to grow crops in the Middle Colonies than in New England. Each map shows this in a different way:
More fertile soil: Look at the map on the left. Fertile soil is good for growing crops. Most of the Middle Colonies have either somewhat fertile or most fertile soil. Most of New England is marked as having least fertile soil.
Longer growing season: Look at the map on the right. A longer growing season makes it easier to grow crops. In most of the Middle Colonies, the growing season was 5 to 7 months long. In most of New England, the growing season was only 3 to 5 months long.",closed choice,grade4,social science,us-history,English colonies in North America,Middle colonies: economy and society
train_06635,images/train/train_06635.png,Which trait did Ursus spelaeus have? Select the trait you can observe on the fossil.,"[""front and back legs"", ""rounded ears"", ""brown fur covering most of its body""]",3,0,"This picture shows a fossil of an ancient animal called Ursus spelaeus.
Ursus spelaeus went extinct about 24,000 years ago. Many Ursus spelaeus fossils have been found in caves.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_04084,images/train/train_04084.png,Which trait did Megaloceros have? Select the trait you can observe on the fossil.,"[""antlers"", ""a tail with long hair"", ""a mane on the back of its neck""]",3,0,This picture shows a fossil of an ancient animal called Megaloceros. An adult Megaloceros could grow over seven feet tall.,"The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_01286,images/train/train_01286.png,Identify the question that Greta's experiment can best answer.,"[""Do circuits that include iron produce dimmer light than circuits that include copper?"", ""Can light bulbs stay lit longer when circuits include copper or when circuits include iron?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Greta built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Greta observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Greta built three more of the same type of circuit. She repeated the tests with each circuit. Greta recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.
Figure: a circuit with a battery, a light bulb, and a piece of copper.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_01315,images/train/train_01315.png,Identify the question that Victoria's experiment can best answer.,"[""Do circuits that include iron produce dimmer light than circuits that include copper?"", ""Can light bulbs stay lit longer when circuits include copper or when circuits include iron?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Victoria built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Victoria observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Victoria built three more of the same type of circuit. She repeated the tests with each circuit. Victoria recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.
Figure: a circuit with a battery, a light bulb, and a piece of copper.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08656,images/train/train_08656.png,Identify the question that Gina's experiment can best answer.,"[""Can light bulbs stay lit longer when circuits include copper or when circuits include iron?"", ""Do circuits that include iron produce dimmer light than circuits that include copper?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Gina built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Gina observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Gina built three more of the same type of circuit. She repeated the tests with each circuit. Gina recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.
Figure: a circuit with a battery, a light bulb, and a piece of copper.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08720,images/train/train_08720.png,Identify the question that Shelby's experiment can best answer.,"[""Can light bulbs stay lit longer when circuits include copper or when circuits include iron?"", ""Do circuits that include iron produce dimmer light than circuits that include copper?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Shelby built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Shelby observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Shelby built three more of the same type of circuit. She repeated the tests with each circuit. Shelby recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.
Figure: a circuit with a battery, a light bulb, and a piece of copper.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10354,images/train/train_10354.png,Which of the following was an independent variable in this experiment?,"[""the amount of time that the tea sat on the desk"", ""the number of bacteria in a drop of tea""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Every day at work, Colleen poured a large cup of tea that she drank throughout the morning. She wondered how much bacteria might be growing in her cup of tea as the morning went on.
To find out, Colleen filled three identical cups with tea and placed them on her desk for three hours. After the first hour, she placed a drop of the tea from each cup on a separate microscope slide and counted the number of bacteria in the drop. Colleen repeated this with each cup of tea after the second hour, and again after the third hour.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: using a microscope to count bacteria on a slide.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_08291,images/train/train_08291.png,"Based on the timeline, what can you infer about the new British war strategy beginning in 1778?","[""The British attempted to convince American soldiers to change sides."", ""The British tried to get support from the French."", ""The British tried to control the Southern Colonies."", ""The British put their most most distinguished war generals in charge.""]",4,2,"More than three years after the start of the war, the British changed their war strategy. Look at the timeline of Revolutionary War events from 1778 to 1781. Then answer the question below.",,"Look at the underlined places where significant battles took place from 1778 to 1781.
The listed battles took place in South Carolina, Virginia, and other Southern Colonies. In 1778, the British began focusing on controlling the Southern Colonies.
Before 1778, the British strategy had focused on the Middle Colonies and New England.",closed choice,grade8,social science,us-history,The American Revolution,The Revolutionary War: conclusion and aftermath
train_06493,images/train/train_06493.png,Which of the following was an independent variable in this experiment?,"[""the amount of time it took to reach the bottom of the hill"", ""the weight of the wheels""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Audrey was building a wooden race car. She could choose between two types of wheels for the car. Each of these wheels was ten inches in diameter, but one type was heavier than the other. Audrey was curious if the weight of the wheels would affect how fast her race car could go down the race hill.
Audrey put the lighter set of wheels on the car and rolled down the hill three times. She measured how long it took her to get to the bottom each time. Then, she put the heavier set of wheels on the car and rolled down the hill three more times. Once again, she measured how long it took to reach the bottom of the hill each time.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: wooden race cars.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_10890,images/train/train_10890.png,Which of the following was a dependent variable in this experiment?,"[""the amount of time it took to reach the bottom of the hill"", ""the weight of the wheels""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Jackie was building a wooden race car. She could choose between two types of wheels for the car. Each of these wheels was ten inches in diameter, but one type was heavier than the other. Jackie was curious if the weight of the wheels would affect how fast her race car could go down the race hill.
Jackie put the lighter set of wheels on the car and rolled down the hill three times. She measured how long it took her to get to the bottom each time. Then, she put the heavier set of wheels on the car and rolled down the hill three more times. Once again, she measured how long it took to reach the bottom of the hill each time.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: wooden race cars.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_01124,images/train/train_01124.png,Which trait did Ursus spelaeus have? Select the trait you can observe on the fossil.,"[""rounded ears"", ""brown fur covering most of its body"", ""long legs""]",3,2,"This picture shows a fossil of an ancient animal called Ursus spelaeus.
Ursus spelaeus went extinct about 24,000 years ago. Many Ursus spelaeus fossils have been found in caves.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_00036,images/train/train_00036.png,Identify the question that Gabe's experiment can best answer.,"[""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?"", ""Does temperature affect how much bacteria can grow in liquid?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Gabe mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Gabe used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00653,images/train/train_00653.png,Identify the question that Kenji's experiment can best answer.,"[""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?"", ""Does temperature affect how much bacteria can grow in liquid?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kenji mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Kenji used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00803,images/train/train_00803.png,Identify the question that Kendrick's experiment can best answer.,"[""Does temperature affect how much bacteria can grow in liquid?"", ""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kendrick mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Kendrick used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00926,images/train/train_00926.png,Identify the question that Simon's experiment can best answer.,"[""Does temperature affect how much bacteria can grow in liquid?"", ""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Simon mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Simon used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_02396,images/train/train_02396.png,Identify the question that Cole's experiment can best answer.,"[""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?"", ""Does temperature affect how much bacteria can grow in liquid?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Cole mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Cole used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04298,images/train/train_04298.png,Identify the question that Levi's experiment can best answer.,"[""Does temperature affect how much bacteria can grow in liquid?"", ""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Levi mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Levi used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04978,images/train/train_04978.png,Identify the question that Kurt's experiment can best answer.,"[""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?"", ""Does temperature affect how much bacteria can grow in liquid?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kurt mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Kurt used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_07879,images/train/train_07879.png,Identify the question that Jaylen's experiment can best answer.,"[""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?"", ""Does temperature affect how much bacteria can grow in liquid?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jaylen mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Jaylen used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08182,images/train/train_08182.png,Identify the question that Barry's experiment can best answer.,"[""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?"", ""Does temperature affect how much bacteria can grow in liquid?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Barry mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Barry used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09088,images/train/train_09088.png,Identify the question that Greg's experiment can best answer.,"[""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?"", ""Does temperature affect how much bacteria can grow in liquid?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Greg mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Greg used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_10593,images/train/train_10593.png,Identify the question that Edwin's experiment can best answer.,"[""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?"", ""Does temperature affect how much bacteria can grow in liquid?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Edwin mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Edwin used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_11499,images/train/train_11499.png,Identify the question that Connor's experiment can best answer.,"[""Does temperature affect how much bacteria can grow in liquid?"", ""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Connor mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Connor used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_11993,images/train/train_11993.png,Identify the question that Bob's experiment can best answer.,"[""Does temperature affect how much bacteria can grow in liquid?"", ""Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Bob mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Bob used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.
Figure: flasks of liquid for growing bacteria.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_09892,images/train/train_09892.png,Which of the following best describes a population on the prairie grasslands of Montana?,"[""a herd of American bison"", ""the Idaho fescue and the rough fescue"", ""the wolves, the mountain lions, and the grizzly bears""]",3,0,"Read the passage. Then answer the question below.

American bison roam in herds across the prairie grasslands in Montana. They are the only species of bison in North America. These large herbivores feed on the dozens of species of grasses that grow on the prairie, such as Idaho fescue and rough fescue.
American bison are large enough that they are difficult for predators to capture. Instead of running away when attacked, they fight back as a group. Still, they are sometimes hunted by wolves, mountain lions, and grizzly bears.
Figure: a herd of American bison on a prairie.","In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.
A single organism is an individual. Individuals of the same species that live in the same place are part of a population.
Multiple populations of different species that live in the same place are part of a community.
Together, communities of living organisms and the nonliving parts of their environment make up an ecosystem.",,closed choice,grade7,natural science,biology,Ecosystems,"Describe populations, communities, and ecosystems"
train_09400,images/train/train_09400.png,Which type of relationship is formed when a cleaner wrasse eats parasites off a moray eel?,"[""commensal"", ""mutualistic"", ""parasitic""]",3,1,"Read the passage. Then answer the question.

Cleaner wrasse are small fish that live in tropical coral reefs. Wrasse are often visited by larger fish, such as moray eels.
When an eel visits a wrasse, the wrasse cleans the eel by eating parasites attached to the eel's body. If the parasites are not removed, the eel may become weak or even die.
Before the wrasse begins to clean, the eel opens its mouth to signal to the wrasse that it is ready to be cleaned. Then the wrasse eats all the parasites it can find on the eel's body, including those inside the eel's mouth!
Figure: a cleaner wrasse eating parasites from a moray eel's mouth.","When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)","When a cleaner wrasse removes parasites from a moray eel, the wrasse gets food that it needs to grow and survive. So, the wrasse benefits from its relationship with the eel.
The eel is stronger and less likely to die after the wrasse removes the parasites. So, the eel also benefits from its relationship with the wrasse.
Since both the wrasse and the eel benefit, a mutualistic relationship is formed when a cleaner wrasse removes parasites from a moray eel.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
train_07815,images/train/train_07815.png,Which trait did Holophagus have? Select the trait you can observe on the fossil.,"[""long legs"", ""two fins on its back"", ""a large red lump on its head""]",3,1,This picture shows a fossil of an animal called Holophagus. Holophagus lived in the ocean and gave birth to live young.,"The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_07583,images/train/train_07583.png,Which better describes the tide pool ecosystems in Montaña De Oro State Park?,"[""It has daily flooding and draining of seawater. It also has water that is poor in nutrients."", ""It has water that is rich in nutrients. It also has many different types of organisms.""]",2,1,"Figure: Montaña De Oro State Park.
Montaña De Oro State Park is in California. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Montaña De Oro State Park have water that is rich in nutrients. They also have many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_07013,images/train/train_07013.png,Which type of relationship is formed when a Guinea worm lives in a person's body?,"[""mutualistic"", ""commensal"", ""parasitic""]",3,2,"Read the passage. Then answer the question.

Guinea worms are a type of roundworm. Immature Guinea worms live in freshwater, and they are so tiny that they are visible only with a microscope. If a person drinks water that contains a worm, the worm is not digested. Instead, it can take refuge in the person's body and grow up to two feet long!
The mature worm creates a painful open wound in the person's skin. The person may put the wound in water to ease the pain. Then the worm releases its tiny offspring through the wound, into the water. If the offspring are released into drinking water, they can get inside another person's body.
Figure: a woman drinking through a straw that removes immature Guinea worms from water.","When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)","When a Guinea worm lives in a person's body, the worm gets a safe place to live and grow. So, the Guinea worm benefits from its relationship with the person.
The worm creates a painful wound that can become infected. So, the person is harmed by the relationship with the worm.
Since the worm benefits and the person is harmed, a parasitic relationship is formed when a Guinea worm lives in a person's body.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
train_00091,images/train/train_00091.png,Which of the following could Cody's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Cody was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Cody wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_00216,images/train/train_00216.png,Which of the following could Carter's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Carter was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Carter wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_00632,images/train/train_00632.png,Which of the following could Nolan's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Nolan was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Nolan wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01463,images/train/train_01463.png,Which of the following could Donald's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Donald was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Donald wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02412,images/train/train_02412.png,Which of the following could Alec's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Alec was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Alec wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02493,images/train/train_02493.png,Which of the following could John's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

John was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. John wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_02718,images/train/train_02718.png,Which of the following could Sanjay's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Sanjay was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Sanjay wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_03106,images/train/train_03106.png,Which of the following could Leroy's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Leroy was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Leroy wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_03498,images/train/train_03498.png,Which of the following could Trevor's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Trevor was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Trevor wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_03850,images/train/train_03850.png,Which of the following could Jerry's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Jerry was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Jerry wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04285,images/train/train_04285.png,Which of the following could Kevin's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Kevin was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Kevin wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04706,images/train/train_04706.png,Which of the following could Devin's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Devin was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Devin wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04895,images/train/train_04895.png,Which of the following could Brody's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Brody was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Brody wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04921,images/train/train_04921.png,Which of the following could David's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

David was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. David wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_04942,images/train/train_04942.png,Which of the following could Caleb's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Caleb was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Caleb wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_05183,images/train/train_05183.png,Which of the following could Malik's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Malik was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Malik wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06187,images/train/train_06187.png,Which of the following could Matt's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Matt was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Matt wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_06302,images/train/train_06302.png,Which of the following could Dalton's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Dalton was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Dalton wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08036,images/train/train_08036.png,Which of the following could Tyrone's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Tyrone was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Tyrone wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08076,images/train/train_08076.png,Which of the following could Anthony's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Anthony was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Anthony wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08272,images/train/train_08272.png,Which of the following could Joseph's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Joseph was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Joseph wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_08517,images/train/train_08517.png,Which of the following could Abdul's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Abdul was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Abdul wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_09116,images/train/train_09116.png,Which of the following could Bruce's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Bruce was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Bruce wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_09232,images/train/train_09232.png,Which of the following could Mark's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Mark was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Mark wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_09674,images/train/train_09674.png,Which of the following could Gavin's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Gavin was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Gavin wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_09915,images/train/train_09915.png,Which of the following could Dave's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Dave was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Dave wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10458,images/train/train_10458.png,Which of the following could Eli's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Eli was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Eli wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_10993,images/train/train_10993.png,Which of the following could Dominic's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Dominic was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Dominic wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_11846,images/train/train_11846.png,Which of the following could Jason's test show?,"[""if the weather station would work when the temperature was 50\u00b0C"", ""how well the weather station would work when it was windy""]",2,0,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Jason was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Jason wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_12477,images/train/train_12477.png,Which of the following could Leon's test show?,"[""how well the weather station would work when it was windy"", ""if the weather station would work when the temperature was 50\u00b0C""]",2,1,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Leon was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Leon wanted to make sure the weather station would work even in unusually warm weather.
So, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.
Figure: a weather station.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",,closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
train_01703,images/train/train_01703.png,Which of the following was a dependent variable in this experiment?,"[""the amount of lemon juice added to the apple slices"", ""the number of apple slices that turned brown""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Leon's daughter complained that the  in her lunchbox turned brown by lunchtime. Leon read that when  are exposed to air, oxygen in the air reacts with the cut surface of the , turning them brown. Leon's favorite cooking website said that pouring lemon juice on the  would slow down this chemical reaction.
Leon cut an apple into ten slices. He put five of the slices into a bowl and poured two tablespoons of lemon juice over them. He put the other five slices into another bowl and did not add any lemon juice to them. After one hour, Leon counted the number of  in each bowl that had turned brown.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: apple slices.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_01984,images/train/train_01984.png,Which of the following was an independent variable in this experiment?,"[""the amount of lemon juice added to the apple slices"", ""the number of apple slices that turned brown""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Carson's daughter complained that the  in her lunchbox turned brown by lunchtime. Carson read that when  are exposed to air, oxygen in the air reacts with the cut surface of the , turning them brown. Carson's favorite cooking website said that pouring lemon juice on the  would slow down this chemical reaction.
Carson cut an apple into ten slices. He put five of the slices into a bowl and poured two tablespoons of lemon juice over them. He put the other five slices into another bowl and did not add any lemon juice to them. After one hour, Carson counted the number of  in each bowl that had turned brown.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: apple slices.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_08616,images/train/train_08616.png,Which trait did Fagus have? Select the trait you can observe on the fossil.,"[""oval-shaped leaves"", ""orange fruit"", ""thorns along the sides of each leaf""]",3,0,"This picture shows a fossil of Fagus, a plant that grew in ancient forests. The fossil shows one of the Fagus's leaves.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade3,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_00603,images/train/train_00603.png,Which of the following was an independent variable in this experiment?,"[""the size of each dough ball"", ""the temperature where the dough was left to rise""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Michelle was learning to bake bread at home. Her first few batches of dough did not rise, or expand, as much as they should have. Michelle's mother noted that the kitchen was cold and suggested that the dough might not be warm enough to rise.
Michelle decided to test her mother's suggestion. She made a large batch of dough and divided it into six equal-sized balls. Then, she put each ball into a bowl. She left three bowls on the counter in the kitchen, where the temperature was 63°F. She left the other three bowls on her desk in her upstairs bedroom, where the temperature was 80°F. After one hour, Michelle measured the size of each dough ball.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: bread dough left in a bowl to rise.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_11710,images/train/train_11710.png,Which of the following was a dependent variable in this experiment?,"[""the temperature where the dough was left to rise"", ""the size of each dough ball""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Elena was learning to bake bread at home. Her first few batches of dough did not rise, or expand, as much as they should have. Elena's mother noted that the kitchen was cold and suggested that the dough might not be warm enough to rise.
Elena decided to test her mother's suggestion. She made a large batch of dough and divided it into six equal-sized balls. Then, she put each ball into a bowl. She left three bowls on the counter in the kitchen, where the temperature was 63°F. She left the other three bowls on her desk in her upstairs bedroom, where the temperature was 80°F. After one hour, Elena measured the size of each dough ball.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: bread dough left in a bowl to rise.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_09607,images/train/train_09607.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_12397,images/train/train_12397.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10349,images/train/train_10349.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_11242,images/train/train_11242.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_10941,images/train/train_10941.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05910,images/train/train_05910.png,"In this food web, which organism contains matter that eventually moves to the bat star?","[""sea otter"", ""plainfin midshipman"", ""sea urchin""]",3,1,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the bat star.
The only arrow pointing from the sea otter leads to the orca. The only arrow pointing from the orca leads to the sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the sea otter to the bat star.
The only arrow pointing from the sea urchin leads to the sea otter. The only arrow pointing from the sea otter leads to the orca. The only arrow pointing from the orca leads to the sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the sea urchin to the bat star.There is one path matter can take from the plainfin midshipman to the bat star: plainfin midshipman->kelp bass->bat star. There is one path matter can take from the kelp to the bat star: kelp->kelp bass->bat star.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
train_06702,images/train/train_06702.png,"In this food web, which organism contains matter that eventually moves to the sea cucumber?","[""sea urchin"", ""black rockfish"", ""kelp bass""]",3,0,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the sea cucumber.There is one path matter can take from the sea urchin to the sea cucumber: sea urchin->sea otter->orca->sea cucumber. There is one path matter can take from the plainfin midshipman to the sea cucumber: plainfin midshipman->sea cucumber. black rockfish. The only arrow pointing from the black rockfish leads to the kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the black rockfish to the sea cucumber.. kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the kelp bass to the sea cucumber..",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
train_03244,images/train/train_03244.png,Identify the question that Sam's experiment can best answer.,"[""Does apple juice expand more or less than water when it freezes?"", ""Does water freeze more quickly than apple juice?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Sam poured 30 milliliters of water into each of six measuring cups. He poured the same volume of apple juice into another six measuring cups. He kept the measuring cups in a freezer for 48 hours. Sam then observed the frozen liquids' volumes in the measuring cups. He measured the amount the volumes increased to see how much the liquids had expanded while freezing. He compared how much the water expanded to how much the apple juice expanded.
Figure: water in a measuring cup.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_05076,images/train/train_05076.png,Identify the question that Deion's experiment can best answer.,"[""Does apple juice expand more or less than water when it freezes?"", ""Does water freeze more quickly than apple juice?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Deion poured 30 milliliters of water into each of six measuring cups. He poured the same volume of apple juice into another six measuring cups. He kept the measuring cups in a freezer for 48 hours. Deion then observed the frozen liquids' volumes in the measuring cups. He measured the amount the volumes increased to see how much the liquids had expanded while freezing. He compared how much the water expanded to how much the apple juice expanded.
Figure: water in a measuring cup.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06609,images/train/train_06609.png,Identify the question that Cooper's experiment can best answer.,"[""Does water freeze more quickly than apple juice?"", ""Does apple juice expand more or less than water when it freezes?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Cooper poured 30 milliliters of water into each of six measuring cups. He poured the same volume of apple juice into another six measuring cups. He kept the measuring cups in a freezer for 48 hours. Cooper then observed the frozen liquids' volumes in the measuring cups. He measured the amount the volumes increased to see how much the liquids had expanded while freezing. He compared how much the water expanded to how much the apple juice expanded.
Figure: water in a measuring cup.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08678,images/train/train_08678.png,Identify the question that Zane's experiment can best answer.,"[""Does apple juice expand more or less than water when it freezes?"", ""Does water freeze more quickly than apple juice?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Zane poured 30 milliliters of water into each of six measuring cups. He poured the same volume of apple juice into another six measuring cups. He kept the measuring cups in a freezer for 48 hours. Zane then observed the frozen liquids' volumes in the measuring cups. He measured the amount the volumes increased to see how much the liquids had expanded while freezing. He compared how much the water expanded to how much the apple juice expanded.
Figure: water in a measuring cup.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_11583,images/train/train_11583.png,Identify the question that Kamal's experiment can best answer.,"[""Does water freeze more quickly than apple juice?"", ""Does apple juice expand more or less than water when it freezes?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kamal poured 30 milliliters of water into each of six measuring cups. He poured the same volume of apple juice into another six measuring cups. He kept the measuring cups in a freezer for 48 hours. Kamal then observed the frozen liquids' volumes in the measuring cups. He measured the amount the volumes increased to see how much the liquids had expanded while freezing. He compared how much the water expanded to how much the apple juice expanded.
Figure: water in a measuring cup.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_04985,images/train/train_04985.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00194,images/train/train_00194.png,Which of the following was an independent variable in this experiment?,"[""the number of woodpeckers that visited the bird feeders"", ""the type of food used in the bird feeders""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Rick often saw woodpeckers perched in trees in his backyard, but he never saw them at his bird feeders. Rick usually filled his feeders with sunflower seeds. He wondered if he could attract woodpeckers by adding a different type of food to the feeders.
To test this idea, Rick gathered eight identical bird feeders. He filled four with sunflower seeds. He filled the remaining four feeders with crushed peanuts. Rick then placed the bird feeders in his backyard. Over the next five days, he counted the number of woodpeckers that visited each bird feeder each morning.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a woodpecker at a bird feeder.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_09992,images/train/train_09992.png,Which of the following was a dependent variable in this experiment?,"[""the type of food used in the bird feeders"", ""the number of woodpeckers that visited the bird feeders""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Ben often saw woodpeckers perched in trees in his backyard, but he never saw them at his bird feeders. Ben usually filled his feeders with sunflower seeds. He wondered if he could attract woodpeckers by adding a different type of food to the feeders.
To test this idea, Ben gathered eight identical bird feeders. He filled four with sunflower seeds. He filled the remaining four feeders with crushed peanuts. Ben then placed the bird feeders in his backyard. Over the next five days, he counted the number of woodpeckers that visited each bird feeder each morning.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a woodpecker at a bird feeder.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_01271,images/train/train_01271.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10808,images/train/train_10808.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10147,images/train/train_10147.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04493,images/train/train_04493.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_06834,images/train/train_06834.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04870,images/train/train_04870.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01150,images/train/train_01150.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_03723,images/train/train_03723.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00138,images/train/train_00138.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10548,images/train/train_10548.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02526,images/train/train_02526.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10390,images/train/train_10390.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04615,images/train/train_04615.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05296,images/train/train_05296.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08174,images/train/train_08174.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09864,images/train/train_09864.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_12202,images/train/train_12202.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_06248,images/train/train_06248.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_10606,images/train/train_10606.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_04413,images/train/train_04413.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00166,images/train/train_00166.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01800,images/train/train_01800.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07169,images/train/train_07169.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04283,images/train/train_04283.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01791,images/train/train_01791.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02275,images/train/train_02275.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01484,images/train/train_01484.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08214,images/train/train_08214.png,Which better describes the tide pool ecosystems in Tongue Point Marine Life Sanctuary?,"[""It has water that is poor in nutrients. It also has only a few types of organisms."", ""It has water that is rich in nutrients. It also has many different types of organisms.""]",2,1,"Figure: Tongue Point Marine Life Sanctuary.
Tongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have water that is rich in nutrients. They also have many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_12524,images/train/train_12524.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08783,images/train/train_08783.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02825,images/train/train_02825.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_06853,images/train/train_06853.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01884,images/train/train_01884.png,Which of the following was a dependent variable in this experiment?,"[""the number of unwanted grasses"", ""the number of times the plots were burned each year""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Dr. Gilbert was the land manager for a prairie that had become overrun by unwanted grasses. These grasses crowded out other plants. Dr. Gilbert thought that she could use fire to remove the unwanted grasses and allow other plants to grow. But she didn't know how often the prairie should be burned.
Dr. Gilbert marked off six plots within a large area of the prairie. She used carefully controlled fires to burn all of the plants in each plot. She burned three of the plots once a year for three years. She burned the other three plots twice a year for three years. A year after the last fire, Dr. Gilbert counted the number of unwanted grasses in each of the six plots.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a fire burning through a prairie.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_03132,images/train/train_03132.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02236,images/train/train_02236.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00416,images/train/train_00416.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00833,images/train/train_00833.png,Identify the question that Lola's experiment can best answer.,"[""Do slugs eat more from tomato leaves or broccoli leaves?"", ""Do slugs weigh more after eating tomato leaves or broccoli leaves?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Lola cut tomato and broccoli plant leaves into one-inch squares. In each of 12 containers, she placed six leaf squares: three tomato-leaf squares and three broccoli-leaf squares. She put one slug from her garden into each container. After two days, Lola measured the amount of each leaf square that had been eaten by the slugs. She compared the amount that had been eaten from the tomato-leaf squares to the amount that had been eaten from the broccoli-leaf squares.
Figure: a slug on a leaf.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00929,images/train/train_00929.png,Identify the question that Erin's experiment can best answer.,"[""Do slugs eat more from tomato leaves or broccoli leaves?"", ""Do slugs weigh more after eating tomato leaves or broccoli leaves?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Erin cut tomato and broccoli plant leaves into one-inch squares. In each of 12 containers, she placed six leaf squares: three tomato-leaf squares and three broccoli-leaf squares. She put one slug from her garden into each container. After two days, Erin measured the amount of each leaf square that had been eaten by the slugs. She compared the amount that had been eaten from the tomato-leaf squares to the amount that had been eaten from the broccoli-leaf squares.
Figure: a slug on a leaf.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_02990,images/train/train_02990.png,Identify the question that Martha's experiment can best answer.,"[""Do slugs weigh more after eating tomato leaves or broccoli leaves?"", ""Do slugs eat more from tomato leaves or broccoli leaves?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Martha cut tomato and broccoli plant leaves into one-inch squares. In each of 12 containers, she placed six leaf squares: three tomato-leaf squares and three broccoli-leaf squares. She put one slug from her garden into each container. After two days, Martha measured the amount of each leaf square that had been eaten by the slugs. She compared the amount that had been eaten from the tomato-leaf squares to the amount that had been eaten from the broccoli-leaf squares.
Figure: a slug on a leaf.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_03490,images/train/train_03490.png,Identify the question that Evelyn's experiment can best answer.,"[""Do slugs eat more from tomato leaves or broccoli leaves?"", ""Do slugs weigh more after eating tomato leaves or broccoli leaves?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Evelyn cut tomato and broccoli plant leaves into one-inch squares. In each of 12 containers, she placed six leaf squares: three tomato-leaf squares and three broccoli-leaf squares. She put one slug from her garden into each container. After two days, Evelyn measured the amount of each leaf square that had been eaten by the slugs. She compared the amount that had been eaten from the tomato-leaf squares to the amount that had been eaten from the broccoli-leaf squares.
Figure: a slug on a leaf.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06025,images/train/train_06025.png,Identify the question that Lauren's experiment can best answer.,"[""Do slugs weigh more after eating tomato leaves or broccoli leaves?"", ""Do slugs eat more from tomato leaves or broccoli leaves?""]",2,1,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Lauren cut tomato and broccoli plant leaves into one-inch squares. In each of 12 containers, she placed six leaf squares: three tomato-leaf squares and three broccoli-leaf squares. She put one slug from her garden into each container. After two days, Lauren measured the amount of each leaf square that had been eaten by the slugs. She compared the amount that had been eaten from the tomato-leaf squares to the amount that had been eaten from the broccoli-leaf squares.
Figure: a slug on a leaf.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_06797,images/train/train_06797.png,Identify the question that Colette's experiment can best answer.,"[""Do slugs eat more from tomato leaves or broccoli leaves?"", ""Do slugs weigh more after eating tomato leaves or broccoli leaves?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Colette cut tomato and broccoli plant leaves into one-inch squares. In each of 12 containers, she placed six leaf squares: three tomato-leaf squares and three broccoli-leaf squares. She put one slug from her garden into each container. After two days, Colette measured the amount of each leaf square that had been eaten by the slugs. She compared the amount that had been eaten from the tomato-leaf squares to the amount that had been eaten from the broccoli-leaf squares.
Figure: a slug on a leaf.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_08907,images/train/train_08907.png,Identify the question that Kathleen's experiment can best answer.,"[""Do slugs eat more from tomato leaves or broccoli leaves?"", ""Do slugs weigh more after eating tomato leaves or broccoli leaves?""]",2,0,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kathleen cut tomato and broccoli plant leaves into one-inch squares. In each of 12 containers, she placed six leaf squares: three tomato-leaf squares and three broccoli-leaf squares. She put one slug from her garden into each container. After two days, Kathleen measured the amount of each leaf square that had been eaten by the slugs. She compared the amount that had been eaten from the tomato-leaf squares to the amount that had been eaten from the broccoli-leaf squares.
Figure: a slug on a leaf.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",,closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
train_00153,images/train/train_00153.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07845,images/train/train_07845.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02855,images/train/train_02855.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_09977,images/train/train_09977.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09161,images/train/train_09161.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_04848,images/train/train_04848.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00249,images/train/train_00249.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05048,images/train/train_05048.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_07656,images/train/train_07656.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09710,images/train/train_09710.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10423,images/train/train_10423.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09761,images/train/train_09761.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12376,images/train/train_12376.png,Which of the following was an independent variable in this experiment?,"[""the number of days until a seed germinated"", ""the temperature of the heating pad""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Pablo wanted to grow cucumbers from seeds. He read that using a heating pad to heat up potting soil could help make seeds germinate, or sprout, faster. Pablo wondered whether the temperature of the heating pad would affect how quickly the seeds germinated.
Pablo prepared two potting trays, each made up of ten small pots of soil. He planted one cucumber seed in each small pot and arranged the potting trays near a sunny window. He set an electric heating pad to 75°F and placed it under one potting tray. He set a second heating pad to 85°F and placed it under the other potting tray. Pablo observed the pots daily, and he counted the number of days it took until a seed germinated in each pot.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: germinating plants in a potting tray.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_01754,images/train/train_01754.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_02664,images/train/train_02664.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12712,images/train/train_12712.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02971,images/train/train_02971.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_07546,images/train/train_07546.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_03356,images/train/train_03356.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08290,images/train/train_08290.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08693,images/train/train_08693.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12356,images/train/train_12356.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04739,images/train/train_04739.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07360,images/train/train_07360.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_12689,images/train/train_12689.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04018,images/train/train_04018.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_05316,images/train/train_05316.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_00750,images/train/train_00750.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01924,images/train/train_01924.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09543,images/train/train_09543.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_06355,images/train/train_06355.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12041,images/train/train_12041.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12311,images/train/train_12311.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08775,images/train/train_08775.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04024,images/train/train_04024.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07153,images/train/train_07153.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_07572,images/train/train_07572.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_10245,images/train/train_10245.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08072,images/train/train_08072.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01370,images/train/train_01370.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01015,images/train/train_01015.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05841,images/train/train_05841.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04668,images/train/train_04668.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_01691,images/train/train_01691.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_06182,images/train/train_06182.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02294,images/train/train_02294.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_05115,images/train/train_05115.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_10325,images/train/train_10325.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03907,images/train/train_03907.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00864,images/train/train_00864.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04988,images/train/train_04988.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_00352,images/train/train_00352.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_06771,images/train/train_06771.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04704,images/train/train_04704.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08117,images/train/train_08117.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07040,images/train/train_07040.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03000,images/train/train_03000.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12383,images/train/train_12383.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02880,images/train/train_02880.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01263,images/train/train_01263.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_11253,images/train/train_11253.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03184,images/train/train_03184.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_08137,images/train/train_08137.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_06467,images/train/train_06467.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09889,images/train/train_09889.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07624,images/train/train_07624.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03054,images/train/train_03054.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05215,images/train/train_05215.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_09037,images/train/train_09037.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02482,images/train/train_02482.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07441,images/train/train_07441.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03031,images/train/train_03031.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_11475,images/train/train_11475.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10715,images/train/train_10715.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08762,images/train/train_08762.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02918,images/train/train_02918.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01514,images/train/train_01514.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03694,images/train/train_03694.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_07634,images/train/train_07634.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07626,images/train/train_07626.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03716,images/train/train_03716.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02890,images/train/train_02890.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_11799,images/train/train_11799.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00661,images/train/train_00661.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00660,images/train/train_00660.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_09689,images/train/train_09689.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_00910,images/train/train_00910.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04367,images/train/train_04367.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08723,images/train/train_08723.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12095,images/train/train_12095.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09462,images/train/train_09462.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_09166,images/train/train_09166.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05838,images/train/train_05838.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_03776,images/train/train_03776.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_03624,images/train/train_03624.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05943,images/train/train_05943.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_03550,images/train/train_03550.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03718,images/train/train_03718.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04740,images/train/train_04740.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_10314,images/train/train_10314.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09192,images/train/train_09192.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09017,images/train/train_09017.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07620,images/train/train_07620.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03378,images/train/train_03378.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_04494,images/train/train_04494.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09840,images/train/train_09840.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12165,images/train/train_12165.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04148,images/train/train_04148.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_11767,images/train/train_11767.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05699,images/train/train_05699.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04352,images/train/train_04352.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01695,images/train/train_01695.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12643,images/train/train_12643.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_03994,images/train/train_03994.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00410,images/train/train_00410.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00297,images/train/train_00297.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05457,images/train/train_05457.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08818,images/train/train_08818.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08101,images/train/train_08101.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04101,images/train/train_04101.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10128,images/train/train_10128.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_02857,images/train/train_02857.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_11596,images/train/train_11596.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00051,images/train/train_00051.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_08510,images/train/train_08510.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_07423,images/train/train_07423.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03569,images/train/train_03569.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_09072,images/train/train_09072.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07882,images/train/train_07882.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01189,images/train/train_01189.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05345,images/train/train_05345.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02557,images/train/train_02557.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_06700,images/train/train_06700.png,Which trait did Palaeocyparis have? Select the trait you can observe on the fossil.,"[""flowers"", ""short, thin leaves"", ""cones""]",3,1,"This picture shows a fossil of an ancient plant called Palaeocyparis. This fossil shows one of the plant's branches.
Fossils of Palaeocyparis have been found in rocks that are more than 150,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_11033,images/train/train_11033.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_08528,images/train/train_08528.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_11227,images/train/train_11227.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_02321,images/train/train_02321.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02413,images/train/train_02413.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_00425,images/train/train_00425.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00134,images/train/train_00134.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_11741,images/train/train_11741.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05560,images/train/train_05560.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10278,images/train/train_10278.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00163,images/train/train_00163.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07379,images/train/train_07379.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00846,images/train/train_00846.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_00427,images/train/train_00427.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_03679,images/train/train_03679.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_10766,images/train/train_10766.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01603,images/train/train_01603.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_11962,images/train/train_11962.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02609,images/train/train_02609.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02831,images/train/train_02831.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_01680,images/train/train_01680.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02695,images/train/train_02695.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07898,images/train/train_07898.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03713,images/train/train_03713.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_02605,images/train/train_02605.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10655,images/train/train_10655.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04158,images/train/train_04158.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_06726,images/train/train_06726.png,Which trait did Neuropteris have? Select the trait you can observe on the fossil.,"[""fruit"", ""leaves arranged in rows"", ""red flowers""]",3,1,"This picture shows a fossil of an ancient plant called Neuropteris.
Neuropteris fossils are often found in coal. Some Neuropteris fossils are more than 300,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade3,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_01501,images/train/train_01501.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05474,images/train/train_05474.png,Which of the following was a dependent variable in this experiment?,"[""the type of bed rail"", ""the number of patients who got new infections""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Many types of bacteria cannot survive on objects made of copper. Dr. Bennett was considering using beds with copper bed rails instead of beds with plastic rails at the hospital where she worked. She wanted to know if copper bed rails would reduce the number of patients who got new infections.
To test this, Dr. Bennett had beds with copper rails placed in half of the hospital rooms. Over the next six months, 430 patients were admitted to the hospital: 215 patients were put in rooms with copper bed rails and 215 patients were put in rooms with plastic bed rails. Dr. Bennett counted the number of patients in each type of room who got new infections while they were in the hospital.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a hospital bed with plastic bed rails.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_12550,images/train/train_12550.png,Which of the following was an independent variable in this experiment?,"[""the type of bed rail"", ""the number of patients who got new infections""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Many types of bacteria cannot survive on objects made of copper. Dr. Duncan was considering using beds with copper bed rails instead of beds with plastic rails at the hospital where she worked. She wanted to know if copper bed rails would reduce the number of patients who got new infections.
To test this, Dr. Duncan had beds with copper rails placed in half of the hospital rooms. Over the next six months, 430 patients were admitted to the hospital: 215 patients were put in rooms with copper bed rails and 215 patients were put in rooms with plastic bed rails. Dr. Duncan counted the number of patients in each type of room who got new infections while they were in the hospital.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a hospital bed with plastic bed rails.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_05107,images/train/train_05107.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.","Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_00268,images/train/train_00268.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_01585,images/train/train_01585.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02210,images/train/train_02210.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_09160,images/train/train_09160.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01773,images/train/train_01773.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12407,images/train/train_12407.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01549,images/train/train_01549.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00899,images/train/train_00899.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00580,images/train/train_00580.png,"In this food web, which organism contains matter that eventually moves to the bolete fungus?","[""persimmon tree"", ""parasol fungus"", ""black bear""]",3,0,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the bolete fungus.There are five paths matter can take from the swallowtail caterpillar to the bolete fungus: swallowtail caterpillar->gray fox->bolete fungus. swallowtail caterpillar->gray fox->bobcat->bolete fungus. swallowtail caterpillar->pine vole->gray fox->bolete fungus. swallowtail caterpillar->pine vole->gray fox->bobcat->bolete fungus. swallowtail caterpillar->pine vole->black racer->bolete fungus. parasol fungus. No arrows point from the parasol fungus to any other organisms. So, in this food web, matter does not move from the parasol fungus to the bolete fungus.. There is one path matter can take from the silver maple to the bolete fungus: silver maple->beaver->bobcat->bolete fungus. black bear. The only arrow pointing from the black bear leads to the parasol fungus. No arrows point from the parasol fungus to any other organisms. So, in this food web, matter does not move from the black bear to the bolete fungus.. There are eight paths matter can take from the persimmon tree to the bolete fungus: persimmon tree->swallowtail caterpillar->gray fox->bolete fungus. persimmon tree->swallowtail caterpillar->gray fox->bobcat->bolete fungus. persimmon tree->swallowtail caterpillar->pine vole->gray fox->bolete fungus. persimmon tree->swallowtail caterpillar->pine vole->gray fox->bobcat->bolete fungus. persimmon tree->swallowtail caterpillar->pine vole->black racer->bolete fungus. persimmon tree->pine vole->gray fox->bolete fungus. persimmon tree->pine vole->gray fox->bobcat->bolete fungus. persimmon tree->pine vole->black racer->bolete fungus.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_06505,images/train/train_06505.png,"In this food web, which organism contains matter that eventually moves to the parasol fungus?","[""black racer"", ""silver maple"", ""gray fox""]",3,1,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the parasol fungus.There is one path matter can take from the silver maple to the parasol fungus: silver maple->beaver->black bear->parasol fungus. gray fox. There are two arrows pointing from the gray fox to other organisms. One arrow points to the bobcat. The only arrow pointing from the bobcat leads to the bolete fungus. The other arrow pointing from the gray fox leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the gray fox to the parasol fungus.. black racer. The only arrow pointing from the black racer leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the black racer to the parasol fungus.. There is one path matter can take from the pine vole to the parasol fungus: pine vole->parasol fungus. There are four paths matter can take from the persimmon tree to the parasol fungus: persimmon tree->pine vole->parasol fungus. persimmon tree-> black bear->parasol fungus. persimmon tree->swallowtail caterpillar->pine vole->parasol fungus. persimmon tree->swallowtail caterpillar->black bear->parasol fungus.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_07737,images/train/train_07737.png,"In this food web, which organism contains matter that eventually moves to the bolete fungus?","[""black bear"", ""parasol fungus"", ""pine vole""]",3,2,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the bolete fungus.
The only arrow pointing from the black bear leads to the parasol fungus. No arrows point from the parasol fungus to any other organisms. So, in this food web, matter does not move from the black bear to the bolete fungus.
No arrows point from the parasol fungus to any other organisms. So, in this food web, matter does not move from the parasol fungus to the bolete fungus.There are five paths matter can take from the swallowtail caterpillar to the bolete fungus: swallowtail caterpillar->gray fox->bolete fungus. swallowtail caterpillar->gray fox->bobcat->bolete fungus. swallowtail caterpillar->pine vole->gray fox->bolete fungus. swallowtail caterpillar->pine vole->gray fox->bobcat->bolete fungus. swallowtail caterpillar->pine vole->black racer->bolete fungus. There are three paths matter can take from the pine vole to the bolete fungus: pine vole->gray fox->bolete fungus. pine vole->gray fox->bobcat->bolete fungus. pine vole->black racer->bolete fungus. There is one path matter can take from the black racer to the bolete fungus: black racer->bolete fungus.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_03416,images/train/train_03416.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_04160,images/train/train_04160.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10721,images/train/train_10721.png,Which type of relationship is formed when a feather mite lives on a barn swallow's feathers?,"[""parasitic"", ""mutualistic"", ""commensal""]",3,2,"Read the passage. Then answer the question.

A barn swallow preens, or grooms its feathers, by coating them in a thin layer of oil. The oil comes from a small organ near the swallow's tail, called the preen gland. The oil from the preen gland keeps the swallow's feathers strong and flexible.
The oil is also used by a small arachnid called a feather mite. The feather mite lives on the swallow's feathers and eats some of the oil. But, this type of mite does not affect the growth or condition of the swallow's feathers.
Figure: a barn swallow preening.","When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)","When a feather mite lives on a barn swallow's feathers, the mite gets food and a place to live. So, the mite benefits from its relationship with the swallow.
The swallow is not helped by the mite, but the swallow is not harmed, either. So, the swallow is not significantly affected by its relationship with the mite.
Since the mite benefits and the swallow is not significantly affected, a commensal relationship is formed when a feather mite lives on a barn swallow's feathers.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
train_10329,images/train/train_10329.png,Which type of relationship is formed when a Julia butterfly drinks a spectacled caiman's tears?,"[""mutualistic"", ""parasitic"", ""commensal""]",3,2,"Read the passage. Then answer the question.

Julia butterflies get most of their nutrients by eating nectar from flowers. But a Julia butterfly cannot get enough salt from nectar to survive. The butterfly finds some of the salt it needs in the tears of a reptile called a spectacled caiman.
To get the salt, the butterfly lands on a caiman's head and uses its straw-like mouthparts to drink tears directly from the caiman's eye! The caiman is not helped or harmed by the butterfly. While the butterfly drinks, the caiman often does not move or even blink.
Figure: a Julia butterfly drinking a spectacled caiman's tears.","When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)","When a Julia butterfly drinks a spectacled caiman's tears, the butterfly gets the salt it needs to survive. So, the butterfly benefits from its relationship with the caiman.
The caiman is not helped or harmed, so the caiman is not significantly affected by its relationship with the butterfly.
Since the butterfly benefits and the caiman is not significantly affected, a commensal relationship is formed when a Julia butterfly drinks the tears of a spectacled caiman.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
train_10340,images/train/train_10340.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_03456,images/train/train_03456.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_12590,images/train/train_12590.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00312,images/train/train_00312.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02595,images/train/train_02595.png,"After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?","[""the Akkadian Empire"", ""the Elamite Empire"", ""the Babylonian Empire"", ""the Neo-Sumerian Empire""]",4,2,Look at the table. Then answer the question below.,,"Look at the table.
The abbreviation ""ca."" stands for the Latin word, circa. Circa means ""about."" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.
The Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn).",closed choice,grade6,social science,world-history,Ancient Mesopotamia,Mesopotamian empires
train_06006,images/train/train_06006.png,"After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?","[""the Neo-Sumerian Empire"", ""the Elamite Empire"", ""the Babylonian Empire"", ""the Akkadian Empire""]",4,2,Look at the table. Then answer the question below.,,"Look at the table.
The abbreviation ""ca."" stands for the Latin word, circa. Circa means ""about."" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.
The Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn).",closed choice,grade6,social science,world-history,Ancient Mesopotamia,Mesopotamian empires
train_03802,images/train/train_03802.png,"After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?","[""the Babylonian Empire"", ""the Neo-Sumerian Empire"", ""the Akkadian Empire"", ""the Elamite Empire""]",4,0,Look at the table. Then answer the question below.,,"Look at the table.
The abbreviation ""ca."" stands for the Latin word, circa. Circa means ""about."" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.
The Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn).",closed choice,grade6,social science,world-history,Ancient Mesopotamia,Mesopotamian empires
train_11847,images/train/train_11847.png,"After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?","[""the Elamite Empire"", ""the Babylonian Empire"", ""the Akkadian Empire"", ""the Neo-Sumerian Empire""]",4,1,Look at the table. Then answer the question below.,,"Look at the table.
The abbreviation ""ca."" stands for the Latin word, circa. Circa means ""about."" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.
The Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn).",closed choice,grade6,social science,world-history,Ancient Mesopotamia,Mesopotamian empires
train_06188,images/train/train_06188.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_02587,images/train/train_02587.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_00392,images/train/train_00392.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01097,images/train/train_01097.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_00793,images/train/train_00793.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_10525,images/train/train_10525.png,Which better describes the tide pool ecosystems in Montaña De Oro State Park?,"[""It has daily flooding and draining of seawater. It also has many different types of organisms."", ""It has no sunlight. It also has daily flooding and draining of seawater.""]",2,0,"Figure: Montaña De Oro State Park.
Montaña De Oro State Park is in California. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Montaña De Oro State Park have daily flooding and draining of seawater. They also have many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_05254,images/train/train_05254.png,Which trait did Palaeocyparis have? Select the trait you can observe on the fossil.,"[""branches"", ""cones"", ""flowers""]",3,0,"This picture shows a fossil of an ancient plant called Palaeocyparis. This fossil shows one of the plant's branches.
Fossils of Palaeocyparis have been found in rocks that are more than 150,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_02835,images/train/train_02835.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_03947,images/train/train_03947.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_03699,images/train/train_03699.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00168,images/train/train_00168.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09470,images/train/train_09470.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_06488,images/train/train_06488.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_01839,images/train/train_01839.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07403,images/train/train_07403.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_00724,images/train/train_00724.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05133,images/train/train_05133.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_06851,images/train/train_06851.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07351,images/train/train_07351.png,Which of the following organisms is the primary consumer in this food web?,"[""barren-ground caribou"", ""parasitic jaeger"", ""rough-legged hawk""]",3,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The grizzly bear has an arrow pointing to it from the bilberry. The bilberry is a producer, so the grizzly bear is a primary consumer.
The rough-legged hawk has an arrow pointing to it from the parasitic jaeger. The parasitic jaeger is not a producer, so the rough-legged hawk is not a primary consumer.
The barren-ground caribou has an arrow pointing to it from the lichen. The lichen is a producer, so the barren-ground caribou is a primary consumer.
The parasitic jaeger has an arrow pointing to it from the brown lemming. The brown lemming is not a producer, so the parasitic jaeger is not a primary consumer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_07330,images/train/train_07330.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12320,images/train/train_12320.png,Which better describes the tide pool ecosystems in Tongue Point Marine Life Sanctuary?,"[""It has daily flooding and draining of seawater. It also has water that is rich in nutrients."", ""It has no sunlight. It also has daily flooding and draining of seawater.""]",2,0,"Figure: Tongue Point Marine Life Sanctuary.
Tongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have daily flooding and draining of seawater. They also have water that is rich in nutrients.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_07668,images/train/train_07668.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07336,images/train/train_07336.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_11464,images/train/train_11464.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_09694,images/train/train_09694.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12611,images/train/train_12611.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_01198,images/train/train_01198.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09770,images/train/train_09770.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09263,images/train/train_09263.png,Select the chemical formula for this molecule.,"[""H2Cl2"", ""HCl2"", ""H2Cl"", ""HCl""]",4,3,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. Cl is the symbol for chlorine. According to the legend, chlorine atoms are shown in green. This ball-and-stick model shows a molecule with one hydrogen atom and one chlorine atom. The chemical formula will contain the symbols H and Cl. There is one hydrogen atom, so H will not have a subscript. There is one chlorine atom, so Cl will not have a subscript. The correct formula is HCl. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_07419,images/train/train_07419.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_11507,images/train/train_11507.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_08187,images/train/train_08187.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,1,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_01508,images/train/train_01508.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_09707,images/train/train_09707.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02973,images/train/train_02973.png,Select the chemical formula for this molecule.,"[""I2Cl2"", ""ICl"", ""I2Cl"", ""ICl2""]",4,1,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","I is the symbol for iodine. According to the legend, iodine atoms are shown in dark purple. Cl is the symbol for chlorine. According to the legend, chlorine atoms are shown in green. This ball-and-stick model shows a molecule with one iodine atom and one chlorine atom. The chemical formula will contain the symbols I and Cl. There is one iodine atom, so I will not have a subscript. There is one chlorine atom, so Cl will not have a subscript. The correct formula is ICl. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_04169,images/train/train_04169.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is greater in Pair 2.""]",3,0,"The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.","Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_01160,images/train/train_01160.png,"In this food chain, the reef squid is a tertiary consumer. Why?","[""It eats a producer."", ""It eats a primary consumer."", ""It eats a secondary consumer.""]",3,2,This diagram shows a food chain from a tropical coral reef ecosystem off the coast of Australia.,"Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the reef squid is a tertiary consumer because it eats a secondary consumer. The secondary consumer in this food chain is the blue sprat.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_07794,images/train/train_07794.png,"In this food chain, the blue sprat is a secondary consumer. Why?","[""It eats a primary consumer."", ""It eats a producer."", ""It eats a secondary consumer.""]",3,0,This diagram shows a food chain from a tropical coral reef ecosystem off the coast of Australia.,"Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the blue sprat is a secondary consumer because it eats a primary consumer. The primary consumer in this food chain is the copepod.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_06392,images/train/train_06392.png,Select the organism in the same genus as the crown-of-thorns sea star.,"[""Acanthaster planci"", ""Melanoplus bivittatus"", ""Sphodromantis viridis""]",3,0,This organism is a crown-of-thorns sea star. Its scientific name is Acanthaster planci.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A crown-of-thorns sea star's scientific name is Acanthaster planci. The first word of its scientific name is Acanthaster.
Sphodromantis viridis is in the genus Sphodromantis. The first word of its scientific name is Sphodromantis. So, Sphodromantis viridis and Acanthaster planci are not in the same genus.
Melanoplus bivittatus is in the genus Melanoplus. The first word of its scientific name is Melanoplus. So, Melanoplus bivittatus and Acanthaster planci are not in the same genus.
This organism and the crown-of-thorns sea star are in the same genus and the same species! Both organisms have the same scientific name, Acanthaster planci.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_04667,images/train/train_04667.png,Which of the following statements is true?,"[""A substance's chemical structure depends only on the number and types of atoms in each molecule of the substance."", ""Both the smell and the taste of methyl anthranilate contribute to its grape flavor.""]",2,1,"A substance's physical and chemical properties are all determined by its chemical structure. Its chemical structure depends on the number and types of atoms in each of its molecules, as well as on how those atoms are arranged.
One property of a substance is its flavor, which is its odor and taste combined. The chemical structure of a substance determines both the kind of flavor it has and the strength of that flavor.
Syrups containing flavorants are used to add flavor to snow cones.
Substances that have especially interesting and strong flavors are often added to food to change or enhance the food's flavor. These substances are called flavorants. Flavorants can be found in nature, made in a chemical factory, or both.
One example of a flavorant is methyl anthranilate. This flavorant is often used to add a grape flavor to syrups, candy, and other sweets. Methyl anthranilate is found naturally in certain types of grapes, but it can also be made by workers in a chemical factory.",,,closed choice,grade7,natural science,chemistry,Chemical reactions,Explore chemical structure and properties: food flavors
train_06646,images/train/train_06646.png,Select the chemical formula for this molecule.,"[""HF"", ""HeF"", ""HF2O"", ""HF2""]",4,0,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.","H is the symbol for hydrogen. F is the symbol for fluorine. This ball-and-stick model shows a molecule with one hydrogen atom and one fluorine atom.
The chemical formula will contain the symbols H and F. There is one hydrogen atom, so H will not have a subscript. There is one fluorine atom, so F will not have a subscript.
The correct formula is HF.
The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
train_05413,images/train/train_05413.png,Which of the following organisms is the secondary consumer in this food web?,"[""rough-legged hawk"", ""grizzly bear"", ""brown lemming""]",3,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The grizzly bear has an arrow pointing to it from the barren-ground caribou. The barren-ground caribou is a primary consumer, so the grizzly bear is a secondary consumer.
The Arctic fox has an arrow pointing to it from the brown lemming. The brown lemming is a primary consumer, so the Arctic fox is a secondary consumer.
The rough-legged hawk has an arrow pointing to it from the parasitic jaeger. The parasitic jaeger is not a primary consumer, so the rough-legged hawk is not a secondary consumer.
The brown lemming has arrows pointing to it from the bilberry and the bear sedge. Neither the bilberry nor the bear sedge is a primary consumer, so the brown lemming is not a secondary consumer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_07936,images/train/train_07936.png,Which of the following is a characteristic of tropical coral reefs?,"[""They are used by many different organisms."", ""They are usually found in the deep ocean."", ""They have many large rocks called corals.""]",3,0,"A tropical coral reef is a type of ecosystem in the ocean. Tropical coral reefs are found in warm, shallow water near the equator. They have many large formations called corals. Corals may look like rocks or plants, but they are actually structures made up of living animals and can grow over time.
Corals provide shelter for fish, crabs, eels, and many other organisms. These coral reef organisms are prey for larger animals, such as sea turtles, sharks, and dolphins. Most of these organisms need tropical coral reefs in order to survive and reproduce.

Figure 1: a tropical coral reef.

Figure 2: several types of corals.",,,closed choice,grade7,natural science,literacy-in-science,Conservation,Coral reef biodiversity and human uses: explore a problem
train_05982,images/train/train_05982.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05696,images/train/train_05696.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02564,images/train/train_02564.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_12043,images/train/train_12043.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_05037,images/train/train_05037.png,Which of the following organisms is the secondary consumer in this food web?,"[""green algae"", ""shiner"", ""golden algae""]",3,1,"Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The green algae does not have any arrows pointing to it, so it is not a secondary consumer.
The rotifer has an arrow pointing to it from the water flea. The water flea is a primary consumer, so the rotifer is a secondary consumer.
The golden algae does not have any arrows pointing to it, so it is not a secondary consumer.
The shiner has an arrow pointing to it from the water flea. The water flea is a primary consumer, so the shiner is a secondary consumer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
train_06192,images/train/train_06192.png,Which of the following organisms is the tertiary consumer in this food web?,"[""golden algae"", ""black crappie"", ""rotifer""]",3,1,"Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Tertiary consumers eat secondary consumers. So, in a food web, tertiary consumers have arrows pointing to them from secondary consumers. Secondary consumers have arrows pointing to them from primary consumers. And primary consumers have arrows pointing to them from producers.
The copepod has an arrow pointing to it from the rotifer. The rotifer is a secondary consumer, so the copepod is a tertiary consumer.
The golden algae does not have any arrows pointing to it, so it is not a tertiary consumer.
The rotifer has arrows pointing to it from the green algae and the water flea. Neither the green algae nor the water flea is a secondary consumer, so the rotifer is not a tertiary consumer.
The black crappie has arrows pointing to it from the rotifer and the shiner. The rotifer and the shiner are secondary consumers, so the black crappie is a tertiary consumer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
train_06752,images/train/train_06752.png,Which of the following organisms is the secondary consumer in this food web?,"[""water flea"", ""green algae"", ""copepod""]",3,2,"Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The copepod has an arrow pointing to it from the rotifer. The rotifer is a primary consumer, so the copepod is a secondary consumer.
The green algae does not have any arrows pointing to it, so it is not a secondary consumer.
The water flea has an arrow pointing to it from the green algae. The green algae is not a primary consumer, so the water flea is not a secondary consumer.
The rotifer has an arrow pointing to it from the water flea. The water flea is a primary consumer, so the rotifer is a secondary consumer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
train_08273,images/train/train_08273.png,Which of the following organisms is the secondary consumer in this food web?,"[""green algae"", ""water flea"", ""rotifer""]",3,2,"Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The shiner has an arrow pointing to it from the water flea. The water flea is a primary consumer, so the shiner is a secondary consumer.
The green algae does not have any arrows pointing to it, so it is not a secondary consumer.
The rotifer has an arrow pointing to it from the water flea. The water flea is a primary consumer, so the rotifer is a secondary consumer.
The water flea has an arrow pointing to it from the green algae. The green algae is not a primary consumer, so the water flea is not a secondary consumer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
train_06979,images/train/train_06979.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is smaller in Pair 2."", ""The magnitude of the magnetic force is smaller in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_07034,images/train/train_07034.png,Which of these organisms contains matter that was once part of the silver maple?,"[""parasol fungus"", ""persimmon tree"", ""gray fox""]",3,0,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the silver maple.There is one path matter can take from the silver maple to the bobcat: silver maple    beaver    bobcat. gray fox. The gray fox has two arrows pointing to it. One arrow starts from the swallowtail caterpillar. The swallowtail caterpillar has an arrow pointing to it only from the persimmon tree. The other arrow pointing to the gray fox starts from the pine vole. The pine vole has arrows pointing to it from the swallowtail caterpillar and the persimmon tree. The persimmon tree does not have arrows pointing to it. So, in this food web, matter does not move from the silver maple to the gray fox.. persimmon tree. The persimmon tree does not have any arrows pointing to it. So, in this food web, matter does not move from the silver maple to the persimmon tree.. There is one path matter can take from the silver maple to the bolete fungus: silver maple    beaver    bobcat    bolete fungus. There is one path matter can take from the silver maple to the parasol fungus: silver maple    beaver    black bear    parasol fungus.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_11891,images/train/train_11891.png,Which of these organisms contains matter that was once part of the silver maple?,"[""bolete fungus"", ""swallowtail caterpillar"", ""pine vole""]",3,0,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the silver maple.There is one path matter can take from the silver maple to the bolete fungus: silver maple->beaver->bobcat->bolete fungus. swallowtail caterpillar. The only arrow pointing to the swallowtail caterpillar starts from the persimmon tree. The persimmon tree does not have arrows pointing to it. So, in this food web, matter does not move from the silver maple to the swallowtail caterpillar.. pine vole. The pine vole has two arrows pointing to it. One arrow starts from the swallowtail caterpillar. The swallowtail caterpillar has an arrow pointing to it only from the persimmon tree. The other arrow pointing to the pine vole starts from the persimmon tree. The persimmon tree does not have arrows pointing to it. So, in this food web, matter does not move from the silver maple to the pine vole.. There is one path matter can take from the silver maple to the bobcat: silver maple->beaver->bobcat. There is one path matter can take from the silver maple to the black bear: silver maple->beaver->black bear.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_11703,images/train/train_11703.png,Which better describes the tide pool ecosystems in Olympic National Park?,"[""It has daily flooding and draining of seawater. It also has water that is poor in nutrients."", ""It has daily flooding and draining of seawater. It also has many different types of organisms.""]",2,1,"Figure: Olympic National Park.
Olympic National Park is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Olympic National Park have daily flooding and draining of seawater. They also have many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_11913,images/train/train_11913.png,Which of the following statements describess living in an independent city-state?,"[""All the decisions about my city are made by a faraway emperor."", ""I vote for a president that rules over many different cities."", ""I live by myself in the wilderness."", ""My city rules itself and is not part of a larger country.""]",4,3,Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.,,"Look at the definitions.
Putting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.
The ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word ""polis"" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland.",closed choice,grade6,social science,world-history,Greece,Classical Athens: geography and society
train_11709,images/train/train_11709.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is greater in Pair 1."", ""The magnitude of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
train_11430,images/train/train_11430.png,Which of the following statements describess living in an independent city-state?,"[""I vote for a president that rules over many different cities."", ""My city rules itself and is not part of a larger country."", ""All the decisions about my city are made by a faraway emperor."", ""I live by myself in the wilderness.""]",4,1,Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.,,"Look at the definitions.
Putting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.
The ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word ""polis"" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland.",closed choice,grade6,social science,world-history,Greece,Classical Athens: geography and society
train_12545,images/train/train_12545.png,Which of the following statements describess living in an independent city-state?,"[""My city rules itself and is not part of a larger country."", ""All the decisions about my city are made by a faraway emperor."", ""I live by myself in the wilderness."", ""I vote for a president that rules over many different cities.""]",4,0,Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.,,"Look at the definitions.
Putting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.
The ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word ""polis"" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland.",closed choice,grade6,social science,world-history,Greece,Classical Athens: geography and society
train_11719,images/train/train_11719.png,Which of the following statements describess living in an independent city-state?,"[""I live by myself in the wilderness."", ""I vote for a president that rules over many different cities."", ""All the decisions about my city are made by a faraway emperor."", ""My city rules itself and is not part of a larger country.""]",4,3,Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.,,"Look at the definitions.
Putting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.
The ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word ""polis"" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland.",closed choice,grade6,social science,world-history,Greece,Classical Athens: geography and society
train_01859,images/train/train_01859.png,Which of the following statements describess living in an independent city-state?,"[""I vote for a president that rules over many different cities."", ""All the decisions about my city are made by a faraway emperor."", ""My city rules itself and is not part of a larger country."", ""I live by myself in the wilderness.""]",4,2,Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.,,"Look at the definitions.
Putting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.
The ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word ""polis"" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland.",closed choice,grade6,social science,world-history,Greece,Classical Athens: geography and society
train_01610,images/train/train_01610.png,Which of the following statements describess living in an independent city-state?,"[""My city rules itself and is not part of a larger country."", ""I live by myself in the wilderness."", ""All the decisions about my city are made by a faraway emperor."", ""I vote for a president that rules over many different cities.""]",4,0,Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.,,"Look at the definitions.
Putting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.
The ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word ""polis"" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland.",closed choice,grade6,social science,world-history,Greece,Classical Athens: geography and society
train_05578,images/train/train_05578.png,Which of the following statements describess living in an independent city-state?,"[""My city rules itself and is not part of a larger country."", ""All the decisions about my city are made by a faraway emperor."", ""I live by myself in the wilderness."", ""I vote for a president that rules over many different cities.""]",4,0,Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.,,"Look at the definitions.
Putting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.
The ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word ""polis"" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland.",closed choice,grade6,social science,world-history,Greece,Classical Athens: geography and society
train_05808,images/train/train_05808.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""leptin receptor protein . . . OB-R gene"", ""OB-R gene . . . leptin receptor protein""]",2,1,"The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.

As in humans, hunger in mice depends on how much food a mouse has eaten. When a mouse eats, its hunger is controlled by the leptin receptor protein.
The leptin receptor protein receives signals from the mouse's body when the mouse eats. The leptin receptor protein then sends signals to the brain, telling it that the mouse is full. The leptin receptor protein is encoded by the OB-R gene.
A certain mouse had a mutation in the OB-R gene. Compared to the OB-R gene without a mutation, the mutated OB-R gene encoded a form of the leptin receptor protein with a different structure.
This different form of the leptin receptor protein was unable to send signals to the mouse's brain. This mouse continued to eat as if it did not feel full. As a result, the mouse ate a large amount of food and became obese.
Figure: an obese mouse (left) and a mouse of average weight.","An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.","A mutation in a gene may affect the protein it encodes.
So, the mutation in the OB-R gene affected the structure and function of the leptin receptor protein.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
train_08475,images/train/train_08475.png,Which specific humidity level was measured within the outlined area shown?,"[""2 grams of water vapor per kilogram of air"", ""11 grams of water vapor per kilogram of air"", ""12 grams of water vapor per kilogram of air""]",3,0,"The map below shows humidity in the lower atmosphere on October 17, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 0 and 6 grams of water vapor per kilogram of air.
2 grams of water vapor per kilogram of air is within this range.
11 and 12 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_10297,images/train/train_10297.png,Which specific humidity level was measured within the outlined area shown?,"[""11 grams of water vapor per kilogram of air"", ""12 grams of water vapor per kilogram of air"", ""4 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on October 17, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 0 and 6 grams of water vapor per kilogram of air.
4 grams of water vapor per kilogram of air is within this range.
11 and 12 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_06171,images/train/train_06171.png,"In this food chain, the whirligig beetle is a secondary consumer. Why?","[""It eats a primary consumer."", ""It eats a producer."", ""It eats a tertiary consumer.""]",3,0,"This diagram shows a food chain from Lake Superior, a freshwater ecosystem on the border of the United States and Canada.","Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the whirligig beetle is a secondary consumer because it eats a primary consumer. The primary consumer in this food chain is the mayfly.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_09269,images/train/train_09269.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is greater in Pair 2."", ""The magnitude of the magnetic force is the same in both pairs."", ""The magnitude of the magnetic force is greater in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
train_02819,images/train/train_02819.png,Which statement describes the Cape Breton Highlands National Park ecosystem?,"[""It has soil that is frozen year-round."", ""It has soil that is rich in nutrients."", ""It has long, cold winters and short, cool summers.""]",3,2,"Figure: Cape Breton Highlands National Park.
Cape Breton Highlands National Park is a taiga ecosystem in eastern Canada. It is mostly covered with taiga forests that are home to moose, bears, bald eagles, and other organisms.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statement describes the Cape Breton Highlands National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. The following statements do not describe Cape Breton Highlands National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is frozen year-round. It has soil that is rich in nutrients.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_00778,images/train/train_00778.png,Which of these organisms contains matter that was once part of the phytoplankton?,"[""sea otter"", ""kelp bass"", ""kelp""]",3,1,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the phytoplankton.There are four paths matter can take from the phytoplankton to the kelp bass: phytoplankton->zooplankton->kelp bass. phytoplankton->zooplankton->plainfin midshipman->kelp bass. phytoplankton->zooplankton->black rockfish->kelp bass. phytoplankton->plainfin midshipman->kelp bass. kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the kelp.. sea otter. The only arrow pointing to the sea otter starts from the sea urchin. The only arrow pointing to the sea urchin starts from the kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the sea otter.. There are four paths matter can take from the phytoplankton to the bat star: phytoplankton->zooplankton->kelp bass->bat star. phytoplankton->zooplankton->plainfin midshipman->kelp bass->bat star. phytoplankton->zooplankton->black rockfish->kelp bass->bat star. phytoplankton->plainfin midshipman->kelp bass->bat star.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
train_07812,images/train/train_07812.png,Which of these organisms contains matter that was once part of the kelp?,"[""zooplankton"", ""plainfin midshipman"", ""sea urchin""]",3,2,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.There is one path matter can take from the kelp to the sea urchin: kelp->sea urchin. There is one path matter can take from the kelp to the orca: kelp->sea urchin->sea otter->orca. zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the zooplankton.. plainfin midshipman. There are two arrows pointing to the plainfin midshipman. These start from the phytoplankton and the zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the plainfin midshipman..",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
train_01559,images/train/train_01559.png,Which of the following was an independent variable in this experiment?,"[""the distance the sling was pulled back"", ""the distance the ball traveled""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Naomi got a slingshot for her birthday, and she was learning to use it by launching a rubber ball in a local park. Naomi noticed that the ball traveled farther when she pulled the sling back more. She wondered how much farther the ball would travel for each additional inch she pulled the sling back.
Naomi launched the ball from the slingshot six times and measured how far the ball traveled each time. On the first two launches, she pulled the sling back four inches. On the next two launches, she pulled the sling back five inches. On the final two launches, she pulled the sling back six inches.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a slingshot pulled back.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_04258,images/train/train_04258.png,Which of the following was a dependent variable in this experiment?,"[""the distance the sling was pulled back"", ""the distance the ball traveled""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Jackie got a slingshot for her birthday, and she was learning to use it by launching a rubber ball in a local park. Jackie noticed that the ball traveled farther when she pulled the sling back more. She wondered how much farther the ball would travel for each additional inch she pulled the sling back.
Jackie launched the ball from the slingshot six times and measured how far the ball traveled each time. On the first two launches, she pulled the sling back four inches. On the next two launches, she pulled the sling back five inches. On the final two launches, she pulled the sling back six inches.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a slingshot pulled back.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_04927,images/train/train_04927.png,Select the organism in the same species as the crown-of-thorns sea star.,"[""Argema mittrei"", ""Eriocheir sinensis"", ""Acanthaster planci""]",3,2,This organism is a crown-of-thorns sea star. Its scientific name is Acanthaster planci.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A crown-of-thorns sea star's scientific name is Acanthaster planci.
Acanthaster planci has the same scientific name as a crown-of-thorns sea star. So, these organisms are in the same species.
Eriocheir sinensis does not have the same scientific name as a crown-of-thorns sea star. So, Acanthaster planci and Eriocheir sinensis are not in the same species.
Argema mittrei does not have the same scientific name as a crown-of-thorns sea star. So, Acanthaster planci and Argema mittrei are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_00093,images/train/train_00093.png,Select the chemical formula for this molecule.,"[""H2F"", ""H2F2"", ""HF"", ""HF2""]",4,2,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. F is the symbol for fluorine. According to the legend, fluorine atoms are shown in light green. This ball-and-stick model shows a molecule with one hydrogen atom and one fluorine atom. The chemical formula will contain the symbols H and F. There is one hydrogen atom, so H will not have a subscript. There is one fluorine atom, so F will not have a subscript. The correct formula is HF. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_09888,images/train/train_09888.png,Which better describes the tide pool ecosystems in Tongue Point Marine Life Sanctuary?,"[""It has no sunlight. It also has daily flooding and draining of seawater."", ""It has water that is rich in nutrients. It also has many different types of organisms.""]",2,1,"Figure: Tongue Point Marine Life Sanctuary.
Tongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have water that is rich in nutrients. They also have many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_07666,images/train/train_07666.png,Select the chemical formula for this molecule.,"[""HI2"", ""H2I"", ""H2I2"", ""HI""]",4,3,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. I is the symbol for iodine. According to the legend, iodine atoms are shown in dark purple. This ball-and-stick model shows a molecule with one hydrogen atom and one iodine atom. The chemical formula will contain the symbols H and I. There is one hydrogen atom, so H will not have a subscript. There is one iodine atom, so I will not have a subscript. The correct formula is HI. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_00504,images/train/train_00504.png,Which of the following organisms is the secondary consumer in this food web?,"[""parasitic jaeger"", ""snowy owl"", ""brown lemming""]",3,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The snowy owl has an arrow pointing to it from the short-tailed weasel. The short-tailed weasel is not a primary consumer, so the snowy owl is not a secondary consumer.
The parasitic jaeger has an arrow pointing to it from the brown lemming. The brown lemming is a primary consumer, so the parasitic jaeger is a secondary consumer.
The short-tailed weasel has an arrow pointing to it from the brown lemming. The brown lemming is a primary consumer, so the short-tailed weasel is a secondary consumer.
The brown lemming has arrows pointing to it from the bilberry and the bear sedge. Neither the bilberry nor the bear sedge is a primary consumer, so the brown lemming is not a secondary consumer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_06483,images/train/train_06483.png,Which of the following organisms is the primary consumer in this food web?,"[""snowy owl"", ""brown lemming"", ""bear sedge""]",3,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The barren-ground caribou has an arrow pointing to it from the lichen. The lichen is a producer, so the barren-ground caribou is a primary consumer.
The brown lemming has arrows pointing to it from the bilberry and the bear sedge. The bilberry and the bear sedge are producers, so the brown lemming is a primary consumer.
The snowy owl has an arrow pointing to it from the short-tailed weasel. The short-tailed weasel is not a producer, so the snowy owl is not a primary consumer.
The bear sedge does not have any arrows pointing to it. So, the bear sedge is not a primary consumer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_11566,images/train/train_11566.png,Which of the following organisms is the tertiary consumer in this food web?,"[""grizzly bear"", ""snowy owl"", ""parasitic jaeger""]",3,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Tertiary consumers eat secondary consumers. So, in a food web, tertiary consumers have arrows pointing to them from secondary consumers. Secondary consumers have arrows pointing to them from primary consumers. And primary consumers have arrows pointing to them from producers.
The grizzly bear has arrows pointing to it from the bilberry and the barren-ground caribou. Neither the bilberry nor the barren-ground caribou is a secondary consumer, so the grizzly bear is not a tertiary consumer.
The snowy owl has an arrow pointing to it from the short-tailed weasel. The short-tailed weasel is a secondary consumer, so the snowy owl is a tertiary consumer.
The parasitic jaeger has an arrow pointing to it from the brown lemming. The brown lemming is not a secondary consumer, so the parasitic jaeger is not a tertiary consumer.
The rough-legged hawk has an arrow pointing to it from the parasitic jaeger. The parasitic jaeger is a secondary consumer, so the rough-legged hawk is a tertiary consumer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_10944,images/train/train_10944.png,Which of the following was an independent variable in this experiment?,"[""the amount of oxygen in the tanks"", ""the species of algae""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Dr. Dalton collected two species of algae, Chlorella rotunda and Tetraselmis cordiformis. He wanted to know whether one species released more oxygen as it grew than the other species.
To find out, Dr. Dalton prepared six culture tanks. He filled each tank with the same amount of a mixture of water and nutrients. Then, he added 1,000 live algae cells to each tank and sealed the tank. In three of the tanks, he added C. rotunda cells. In the other three, he added T. cordiformis cells. After five days, Dr. Dalton measured the amount of oxygen in each culture tank.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: growing algae in culture tanks.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_08982,images/train/train_08982.png,"In this food chain, the midge larva is a primary consumer. Why?","[""It eats a secondary consumer."", ""It eats a producer."", ""It eats a primary consumer.""]",3,1,"This diagram shows a food chain from the River Frome, a freshwater ecosystem in England.","Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the midge larva is a primary consumer because it eats a producer. The producer in this food chain is the diatom.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_06056,images/train/train_06056.png,Which of the following was a dependent variable in this experiment?,"[""the amount of light produced by the light bulb"", ""the type of metal sheet used in the circuit""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Dominic designed an electric circuit to test how well different types of metal conduct electricity. The circuit included a battery, a light bulb, wires, and clips that could be attached to a sheet of metal. If the metal conducted electricity poorly, the light bulb would appear dim. If the metal conducted electricity well, the light bulb would appear bright.
Dominic collected nine equally sized sheets of metal: three sheets of copper, three sheets of iron, and three sheets of aluminum. He used the clips to attach each metal sheet, one sheet at a time, to the circuit. For each sheet, Dominic used a light meter to measure how much light the bulb produced.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: clips attached to a sheet of copper in a circuit.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_02480,images/train/train_02480.png,Which specific humidity level was measured within the outlined area shown?,"[""15 grams of water vapor per kilogram of air"", ""11 grams of water vapor per kilogram of air"", ""5 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on February 21, 2017. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Africa on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 0 and 6 grams of water vapor per kilogram of air.
5 grams of water vapor per kilogram of air is within this range.
11 and 15 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_02394,images/train/train_02394.png,Which specific humidity level was measured within the outlined area shown?,"[""5 grams of water vapor per kilogram of air"", ""9 grams of water vapor per kilogram of air"", ""14 grams of water vapor per kilogram of air""]",3,0,"The map below shows humidity in the lower atmosphere on May 3, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 0 and 6 grams of water vapor per kilogram of air.
5 grams of water vapor per kilogram of air is within this range.
9 and 14 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_03916,images/train/train_03916.png,Which specific humidity level was measured within the outlined area shown?,"[""9 grams of water vapor per kilogram of air"", ""10 grams of water vapor per kilogram of air"", ""2 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on May 3, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 0 and 6 grams of water vapor per kilogram of air.
2 grams of water vapor per kilogram of air is within this range.
9 and 10 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_04031,images/train/train_04031.png,Which specific humidity level was measured within the outlined area shown?,"[""4 grams of water vapor per kilogram of air"", ""10 grams of water vapor per kilogram of air"", ""14 grams of water vapor per kilogram of air""]",3,0,"The map below shows humidity in the lower atmosphere on May 3, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 0 and 6 grams of water vapor per kilogram of air.
4 grams of water vapor per kilogram of air is within this range.
10 and 14 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_05093,images/train/train_05093.png,Which of the following organisms is the primary consumer in this food web?,"[""bacteria"", ""rotifer"", ""black crappie""]",3,1,"Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The rotifer has an arrow pointing to it from the green algae. The green algae is a producer, so the rotifer is a primary consumer.
The bacteria have arrows pointing to them from the copepod and the shiner. Neither the copepod nor the shiner is a producer, so the bacteria are not primary consumers.
The black crappie has arrows pointing to it from the water flea, the rotifer, and the shiner. None of these organisms is a produce, so the black crappie is not a primary consumer.
The copepod has an arrow pointing to it from the golden algae. The golden algae is a producer, so the copepod is a primary consumer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
train_05894,images/train/train_05894.png,Which of these organisms contains matter that was once part of the persimmon tree?,"[""gray fox"", ""silver maple"", ""beaver""]",3,0,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the persimmon tree.
The only arrow pointing to the beaver starts from the silver maple. The silver maple does not have an arrow pointing to it. So, in this food web, matter does not move from the persimmon tree to the beaver.
The silver maple does not have any arrows pointing to it. So, in this food web, matter does not move from the persimmon tree to the silver maple.There is one path matter can take from the persimmon tree to the swallowtail caterpillar: persimmon tree->swallowtail caterpillar. There are two paths matter can take from the persimmon tree to the pine vole: persimmon tree->pine vole. persimmon tree->swallowtail caterpillar->pine vole. There are three paths matter can take from the persimmon tree to the gray fox: persimmon tree->pine vole->gray fox. persimmon tree->swallowtail caterpillar->gray fox. persimmon tree->swallowtail caterpillar->pine vole->gray fox.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_11691,images/train/train_11691.png,Which better describes the tide pool ecosystems in Paparoa National Park?,"[""It has daily flooding and draining of seawater. It also has many different types of organisms."", ""It has daily flooding and draining of seawater. It also has water that is poor in nutrients.""]",2,0,"Figure: Paparoa National Park.
Paparoa National Park is in New Zealand, a country in the southwestern Pacific Ocean. The park has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Paparoa National Park have daily flooding and draining of seawater. They also have many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_00045,images/train/train_00045.png,Which of the following was a dependent variable in this experiment?,"[""the type of liquid used"", ""the number of rusted steel squares""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Pam was using steel to make rusted sculptures. After building each sculpture, she caused the steel in the sculpture to rust by placing it into a tub filled with salt water for eight hours. Pam wondered if steel would rust faster submerged in vinegar instead of salt water.
To find out, Pam cut ten squares of steel sheet metal and split them into two equal groups. She put one group of squares into a tub filled with salt water and the other group of squares into a tub filled with vinegar. Once an hour for eight hours, Pam counted the number of rusted steel squares in each group.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a sculpture made from rusted steel.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_01372,images/train/train_01372.png,Which of the following was a dependent variable in this experiment?,"[""the temperature at the hill"", ""the distance the sled traveled across the flat field""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Sanjay heard that when it was cold outside, a sled would travel farther after it got to the bottom of a hill. To test this idea, Sanjay headed to the sledding hill near his house on a cold winter morning.
When he got to the hill, the temperature outside was 16°F. Starting from the top of the hill, Sanjay rode straight down the hill three times. For each ride, he measured the distance he traveled across the flat field at the bottom of the hill. Then, Sanjay waited until mid-afternoon, when the temperature outside had increased to 43°F. He rode straight down the hill three more times and measured how far he traveled across the field.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: sledding down a hill.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_02498,images/train/train_02498.png,"In this food chain, the sea squirt is a primary consumer. Why?","[""It eats a producer."", ""It makes its own food."", ""It eats a tertiary consumer.""]",3,0,"This diagram shows a food chain from Chesapeake Bay, an estuary ecosystem in Maryland and Virginia.","Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the sea squirt is a primary consumer because it eats a producer. The producer in this food chain is the seagrass.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_12100,images/train/train_12100.png,Which of these organisms contains matter that was once part of the kelp?,"[""plainfin midshipman"", ""zooplankton"", ""orca""]",3,2,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.
There are two arrows pointing to the plainfin midshipman. These start from the phytoplankton and the zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the plainfin midshipman.
The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the zooplankton.There is one path matter can take from the kelp to the orca: kelp->sea urchin->sea otter->orca. There is one path matter can take from the kelp to the sea urchin: kelp->sea urchin.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
train_00237,images/train/train_00237.png,Which specific humidity level was measured within the outlined area shown?,"[""22 grams of water vapor per kilogram of air"", ""11 grams of water vapor per kilogram of air"", ""16 grams of water vapor per kilogram of air""]",3,0,"The map below shows humidity in the lower atmosphere on April 9, 2016. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Africa on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 20 and 24 grams of water vapor per kilogram of air.
22 grams of water vapor per kilogram of air is within this range.
11 and 16 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_09516,images/train/train_09516.png,Which specific humidity level was measured within the outlined area shown?,"[""16 grams of water vapor per kilogram of air"", ""11 grams of water vapor per kilogram of air"", ""21 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on April 9, 2016. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Africa on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 20 and 24 grams of water vapor per kilogram of air.
21 grams of water vapor per kilogram of air is within this range.
11 and 16 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade8,natural science,earth-science,Weather and climate,Identify and compare air masses
train_09585,images/train/train_09585.png,Which specific humidity level was measured within the outlined area shown?,"[""16 grams of water vapor per kilogram of air"", ""23 grams of water vapor per kilogram of air"", ""14 grams of water vapor per kilogram of air""]",3,1,"The map below shows humidity in the lower atmosphere on April 9, 2016. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Africa on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 20 and 24 grams of water vapor per kilogram of air.
23 grams of water vapor per kilogram of air is within this range.
14 and 16 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_08104,images/train/train_08104.png,"Based on the maps above, what was true about the Southern Colonies compared to the other colonies?","[""The Southern Colonies had worse soil than New England."", ""The Southern Colonies had a shorter growing season than the Middle Colonies."", ""The Southern Colonies had a longer growing season than the Middle Colonies.""]",3,2,The two maps below give information about the colonial regions of North America. The first map shows how good the soil was for growing crops. The second map shows how many months out of the year had good weather for growing crops. Look at the maps. Then answer the question below.,,"Look at the maps.
These choices are correct:
The Southern Colonies had better soil than New England.
In the first map, most of the soil in the Southern Colonies is labeled  ""most fertile."" Meanwhile, New England is labeled as ""least fertile."" Fertile soil is good for growing crops. So, the Southern colonies had better, more fertile, soil.
The Southern Colonies had a longer growing season than the Middle Colonies.
The second map shows that the growing season in most of the Southern Colonies was 7 to 9 months. Most of the Middle Colonies had a growing season of 5 to 7 months. Longer growing seasons make it easier to grow crops.
The fertile soil and long growing season made the Southern Colonies a great place to grow crops. In general, it was easier to grow crops in the Southern Colonies than in the other colonial regions.",closed choice,grade5,social science,us-history,English colonies in North America,Southern colonies: economy and slavery
train_01682,images/train/train_01682.png,Which of the following was an independent variable in this experiment?,"[""the distance the footballs traveled"", ""the air pressure in the footballs""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Bryce noticed that some of the footballs his team used during practice were not fully inflated. He wondered whether fully inflated footballs would travel farther than footballs with a lower air pressure.
To find out, Bryce collected 20 standard footballs. He fully inflated ten of them to an air pressure of 13 pounds per square inch. He inflated the remaining ten to an air pressure of 10 pounds per square inch. Bryce used  to launch a ball across a football field. He measured the distance the football traveled and then launched the next ball. Bryce repeated this with all 20 balls.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a football launcher.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_05495,images/train/train_05495.png,Which type of relationship is formed when a woolly bat roosts in a tropical pitcher plant's trap?,"[""commensal"", ""parasitic"", ""mutualistic""]",3,2,"Read the passage. Then answer the question.

Tropical pitcher plants live in soil that is poor in nutrients. To get the nutrients it needs to survive, the plant uses a pitcher-shaped leaf as a trap to catch and digest small organisms. But the plant can also get nutrients from other sources, including from the feces of woolly bats.
A woolly bat can roost, or settle to sleep, in the upper part of the plant's trap. In the trap, the bat is protected from predators and bad weather. When the bat roosts, it can drop waste, including feces, into the bottom of the trap. The bottom of the trap holds a liquid that helps the plant digest the feces. The plant then absorbs nutrients from the digested feces.
Figure: a woolly bat approaching a tropical pitcher plant's trap.","When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)","When a woolly bat roosts in a tropical pitcher plant's trap, the bat can hide from predators and bad weather. So, the bat benefits from its relationship with the plant.
The plant absorbs nutrients from the bat's feces. So, the plant also benefits from its relationship with the bat.
Since both the bat and the plant benefit, a mutualistic relationship is formed when a woolly bat roosts in a tropical pitcher plant's trap.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
train_07019,images/train/train_07019.png,Which statement describes the Cape Breton Highlands National Park ecosystem?,"[""It has mostly small plants."", ""It has long, cold winters and short, cool summers."", ""It has soil that is rich in nutrients.""]",3,1,"Figure: Cape Breton Highlands National Park.
Cape Breton Highlands National Park is a taiga ecosystem in eastern Canada. It is mostly covered with taiga forests that are home to moose, bears, bald eagles, and other organisms.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statement describes the Cape Breton Highlands National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. The following statements do not describe Cape Breton Highlands National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is rich in nutrients. It has mostly small plants.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_03349,images/train/train_03349.png,Which of the following organisms is the secondary consumer in this food web?,"[""lichen"", ""bear sedge"", ""Arctic fox""]",3,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The Arctic fox has an arrow pointing to it from the brown lemming. The brown lemming is a primary consumer, so the Arctic fox is a secondary consumer.
The lichen does not have any arrows pointing to it. So, the lichen is not a secondary consumer.
The short-tailed weasel has an arrow pointing to it from the brown lemming. The brown lemming is a primary consumer, so the short-tailed weasel is a secondary consumer.
The bear sedge does not have any arrows pointing to it. So, the bear sedge is not a secondary consumer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_05436,images/train/train_05436.png,Which of these organisms contains matter that was once part of the bilberry?,"[""lichen"", ""bear sedge"", ""brown lemming""]",3,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.
The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the lichen.There is one path matter can take from the bilberry to the brown lemming: bilberry->brown lemming. bear sedge. The bear sedge does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the bear sedge.. There is one path matter can take from the bilberry to the snowy owl: bilberry->brown lemming->short-tailed weasel->snowy owl. There is one path matter can take from the bilberry to the grizzly bear: bilberry->grizzly bear.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
train_06934,images/train/train_06934.png,Which of the following organisms is the tertiary consumer in this food web?,"[""bilberry"", ""lichen"", ""Rough-legged hawk""]",3,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Tertiary consumers eat secondary consumers. So, in a food web, tertiary consumers have arrows pointing to them from secondary consumers. Secondary consumers have arrows pointing to them from primary consumers. And primary consumers have arrows pointing to them from producers.
The snowy owl has an arrow pointing to it from the short-tailed weasel. The short-tailed weasel is a secondary consumer, so the snowy owl is a tertiary consumer.
The lichen does not have any arrows pointing to it. So, the lichen is not a tertiary consumer.
The rough-legged hawk has an arrow pointing to it from the parasitic jaeger. The parasitic jaeger is a secondary consumer, so the rough-legged hawk is a tertiary consumer.
The bilberry does not have any arrows pointing to it. So, the bilberry is not a tertiary consumer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_07135,images/train/train_07135.png,Which of the following organisms is the primary consumer in this food web?,"[""parasitic jaeger"", ""lichen"", ""grizzly bear""]",3,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The brown lemming has arrows pointing to it from the bilberry and the bear sedge. The bilberry and the bear sedge are producers, so the brown lemming is a primary consumer.
The lichen does not have any arrows pointing to it. So, the lichen is not a primary consumer.
The grizzly bear has an arrow pointing to it from the bilberry. The bilberry is a producer, so the grizzly bear is a primary consumer.
The parasitic jaeger has an arrow pointing to it from the brown lemming. The brown lemming is not a producer, so the parasitic jaeger is not a primary consumer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_09903,images/train/train_09903.png,Which of the following organisms is the secondary consumer in this food web?,"[""lichen"", ""bilberry"", ""short-tailed weasel""]",3,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.
The short-tailed weasel has an arrow pointing to it from the brown lemming. The brown lemming is a primary consumer, so the short-tailed weasel is a secondary consumer.
The bilberry does not have any arrows pointing to it. So, the bilberry is not a secondary consumer.
The Arctic fox has an arrow pointing to it from the brown lemming. The brown lemming is a primary consumer, so the Arctic fox is a secondary consumer.
The lichen does not have any arrows pointing to it. So, the lichen is not a secondary consumer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_02144,images/train/train_02144.png,Which specific humidity level was measured within the outlined area shown?,"[""10 grams of water vapor per kilogram of air"", ""13 grams of water vapor per kilogram of air"", ""20 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on June 12, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in South America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.
20 grams of water vapor per kilogram of air is within this range.
10 and 13 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_07819,images/train/train_07819.png,Which specific humidity level was measured within the outlined area shown?,"[""10 grams of water vapor per kilogram of air"", ""0 grams of water vapor per kilogram of air"", ""19 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on June 12, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in South America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.
19 grams of water vapor per kilogram of air is within this range.
0 and 10 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_07860,images/train/train_07860.png,Which specific humidity level was measured within the outlined area shown?,"[""0 grams of water vapor per kilogram of air"", ""13 grams of water vapor per kilogram of air"", ""23 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on June 12, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in South America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.
23 grams of water vapor per kilogram of air is within this range.
0 and 13 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_07095,images/train/train_07095.png,Which of the following is a characteristic of tropical coral reefs?,"[""They have many large rocks called corals."", ""They are usually found in the deep ocean."", ""They have warm, salty water.""]",3,2,"A tropical coral reef is a type of ecosystem in the ocean. Tropical coral reefs are found in warm, shallow water near the equator. They have many large formations called corals. Corals may look like rocks or plants, but they are actually structures made up of living animals and can grow over time.
Corals provide shelter for fish, crabs, eels, and many other organisms. These coral reef organisms are prey for larger animals, such as sea turtles, sharks, and dolphins. Most of these organisms need tropical coral reefs in order to survive and reproduce.

Figure 1: a tropical coral reef.

Figure 2: several types of corals.",,,closed choice,grade7,natural science,literacy-in-science,Conservation,Coral reef biodiversity and human uses: explore a problem
train_09257,images/train/train_09257.png,Which type of relationship is formed when a cattle egret forages near a cow?,"[""parasitic"", ""commensal"", ""mutualistic""]",3,1,"Read the passage. Then answer the question.

A cow grazing in a field often disturbs insects that are hiding in the grass. When the insects hop or fly away from the cow, they are more visible to predators such as cattle egrets. An egret can catch more insects when it forages, or looks for food, near the grazing cow than when it forages away from the cow. When the egret forages near the cow, the egret does not help or harm the cow's grazing.
Figure: a cattle egret foraging near a cow.","When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)","When a cattle egret forages near a cow, the egret can catch more insects. So, the egret benefits from its relationship with the cow.
The cow is not helped by the egret, but the cow is not harmed, either. So, the cow is not significantly affected by its relationship with the egret.
Since the egret benefits and the cow is not significantly affected, a commensal relationship is formed when a cattle egret forages near a cow.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
train_12197,images/train/train_12197.png,Select the chemical formula for this molecule.,"[""PH2"", ""P3H"", ""P2H2"", ""PH3""]",4,3,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","P is the symbol for phosphorus. According to the legend, phosphorus atoms are shown in orange. H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. This ball-and-stick model shows a molecule with one phosphorus atom and three hydrogen atoms. The chemical formula will contain the symbols P and H. There is one phosphorus atom, so P will not have a subscript. There are three hydrogen atoms, so H will have a subscript of 3. The correct formula is PH3. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_06475,images/train/train_06475.png,"Complete the sentence.
The Juan de Fuca Ridge formed at a () boundary.","[""convergent"", ""divergent"", ""transform""]",3,1,"Read the passage and look at the picture.
The Juan de Fuca Ridge is a mid-ocean ridge located off the coast of Washington State and southern Canada. This ridge grows as the Pacific Plate and the Juan de Fuca Plate move away from each other. The Juan de Fuca Ridge contains many hydrothermal vents, where hot water spews out from beneath Earth’s crust. In these vents, scientists have discovered single-celled organisms that can survive at temperatures up to 250 degrees Fahrenheit!","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
At a divergent boundary, two plates are moving away from each other.
divergent plate boundary
When plates at a divergent boundary move apart, cracks form in the crust along the boundary. Melted rock rises from below the crust to fill these cracks. As the melted rock cools and hardens, it becomes new oceanic crust.
Newer oceanic crust weighs less than older oceanic crust. So, the crust on either side of the boundary rises up higher than the older crust that is farther from the boundary. This difference in elevation creates a mid-ocean ridge, or underwater mountain chain. Between the two plates, there may be a deep rift valley.","To figure out what type of plate boundary formed the Juan de Fuca Ridge, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Juan de Fuca Ridge is a mid-ocean ridge located off the coast of Washington State and southern Canada. This ridge grows as the Pacific Plate and the Juan de Fuca Plate move away from each other. The Juan de Fuca Ridge contains many hydrothermal vents, where hot water spews out from beneath Earth’s crust. In these vents, scientists have discovered single-celled organisms that can survive at temperatures up to 250 degrees Fahrenheit!
The underlined part of the passage explains that the Juan de Fuca Ridge formed as the two plates moved away from each other, or diverged. So, the Juan de Fuca Ridge formed at a divergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_07031,images/train/train_07031.png,"In this food chain, the mudminnow is a tertiary consumer. Why?","[""It makes its own food."", ""It eats a secondary consumer."", ""It eats a tertiary consumer.""]",3,1,"This diagram shows a food chain from Lake Superior, a freshwater ecosystem on the border of the United States and Canada.","Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the mudminnow is a tertiary consumer because it eats a secondary consumer. The secondary consumer in this food chain is the whirligig beetle.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_03510,images/train/train_03510.png,Which specific humidity level was measured within the outlined area shown?,"[""13 grams of water vapor per kilogram of air"", ""10 grams of water vapor per kilogram of air"", ""23 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on October 28, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Asia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.
23 grams of water vapor per kilogram of air is within this range.
10 and 13 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_08981,images/train/train_08981.png,Which specific humidity level was measured within the outlined area shown?,"[""13 grams of water vapor per kilogram of air"", ""9 grams of water vapor per kilogram of air"", ""19 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on October 28, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Asia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.
19 grams of water vapor per kilogram of air is within this range.
9 and 13 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_06391,images/train/train_06391.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07790,images/train/train_07790.png,Which of the following was a dependent variable in this experiment?,"[""the temperature of the water"", ""the number of moldy blackberries""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Herman's grandmother suggested that soaking berries in hot water might help prevent the berries from getting moldy.
To test this idea, Herman harvested fresh blackberries and divided them evenly into eight bowls. He filled four of the bowls with room temperature water and the other four bowls with water heated to 125°F. Herman let all of the berries soak in the water for 30 seconds. Then, he poured out the water and dried the berries. Herman placed the two groups of bowls in the refrigerator, keeping each group separate. After five days, Herman counted the number of moldy blackberries in each bowl.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: harvesting blackberries.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_08515,images/train/train_08515.png,Which of the following was an independent variable in this experiment?,"[""the number of moldy blackberries"", ""the temperature of the water""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Liam's grandmother suggested that soaking berries in hot water might help prevent the berries from getting moldy.
To test this idea, Liam harvested fresh blackberries and divided them evenly into eight bowls. He filled four of the bowls with room temperature water and the other four bowls with water heated to 125°F. Liam let all of the berries soak in the water for 30 seconds. Then, he poured out the water and dried the berries. Liam placed the two groups of bowls in the refrigerator, keeping each group separate. After five days, Liam counted the number of moldy blackberries in each bowl.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: harvesting blackberries.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_00708,images/train/train_00708.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09555,images/train/train_09555.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_00739,images/train/train_00739.png,Which specific humidity level was measured within the outlined area shown?,"[""19 grams of water vapor per kilogram of air"", ""12 grams of water vapor per kilogram of air"", ""11 grams of water vapor per kilogram of air""]",3,0,"The map below shows humidity in the lower atmosphere on August 1, 2016. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in South America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.
19 grams of water vapor per kilogram of air is within this range.
11 and 12 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_05874,images/train/train_05874.png,Which specific humidity level was measured within the outlined area shown?,"[""14 grams of water vapor per kilogram of air"", ""11 grams of water vapor per kilogram of air"", ""22 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on August 1, 2016. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in South America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.
22 grams of water vapor per kilogram of air is within this range.
11 and 14 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_06194,images/train/train_06194.png,"In this food chain, the copepod is a primary consumer. Why?","[""It eats a primary consumer."", ""It eats a secondary consumer."", ""It eats a producer.""]",3,2,This diagram shows a food chain from a tropical coral reef ecosystem off the coast of Australia.,"Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the copepod is a primary consumer because it eats a producer. The producer in this food chain is the diatom.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_01391,images/train/train_01391.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12518,images/train/train_12518.png,Which better describes the tide pool ecosystems in Salt Point State Park?,"[""It has water that is rich in nutrients. It also has many different types of organisms."", ""It has no sunlight. It also has daily flooding and draining of seawater.""]",2,0,"Figure: Salt Point State Park.
Salt Point State Park is in northern California. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Salt Point State Park have water that is rich in nutrients. They also have many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_10267,images/train/train_10267.png,"Complete the sentence.
The Reykjanes Ridge formed at a () boundary.","[""divergent"", ""convergent"", ""transform""]",3,0,"Read the passage and look at the picture.
The Reykjanes Ridge is part of the Mid-Atlantic Ridge, a mid-ocean ridge that is mostly under water. The Reykjanes Ridge is one place where the Mid-Atlantic Ridge is above water. The Reykjanes Ridge runs through Iceland, an island country in the North Atlantic Ocean. The ridge began to form millions of years ago as the North American Plate and the Eurasian Plate started to move apart. Visitors to Thingvellir National Park in Iceland can actually walk in the space between the North American Plate and the Eurasian Plate!","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
At a divergent boundary, two plates are moving away from each other.
divergent plate boundary
When plates at a divergent boundary move apart, cracks form in the crust along the boundary. Melted rock rises from below the crust to fill these cracks. As the melted rock cools and hardens, it becomes new oceanic crust.
Newer oceanic crust weighs less than older oceanic crust. So, the crust on either side of the boundary rises up higher than the older crust that is farther from the boundary. This difference in elevation creates a mid-ocean ridge, or underwater mountain chain. Between the two plates, there may be a deep rift valley.","To figure out what type of plate boundary formed the Reykjanes Ridge, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Reykjanes Ridge is part of the Mid-Atlantic Ridge, a mid-ocean ridge that is mostly under water. The Reykjanes Ridge is one place where the Mid-Atlantic Ridge is above water. The Reykjanes Ridge runs through Iceland, an island country in the North Atlantic Ocean. The ridge began to form millions of years ago as the North American Plate and the Eurasian Plate started to move apart. Visitors to Thingvellir National Park in Iceland can actually walk in the space between the North American Plate and the Eurasian Plate!
The underlined part of the passage explains that the Reykjanes Ridge formed as the two plates moved away from each other, or diverged. So, the Reykjanes Ridge formed at a divergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_05113,images/train/train_05113.png,Which of these organisms contains matter that was once part of the bilberry?,"[""bear sedge"", ""barren-ground caribou"", ""mushroom""]",3,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.
No arrow points to the bear sedge. So, in this food web, matter does not move from the bilberry to the bear sedge.
The only arrow pointing to the barren-ground caribou starts from the lichen. The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the barren-ground caribou.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
train_09601,images/train/train_09601.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_11724,images/train/train_11724.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_01809,images/train/train_01809.png,Which specific humidity level was measured within the outlined area shown?,"[""12 grams of water vapor per kilogram of air"", ""7 grams of water vapor per kilogram of air"", ""11 grams of water vapor per kilogram of air""]",3,1,"The map below shows humidity in the lower atmosphere on September 12, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Australia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 2 and 8 grams of water vapor per kilogram of air.
7 grams of water vapor per kilogram of air is within this range.
11 and 12 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade8,natural science,earth-science,Weather and climate,Identify and compare air masses
train_04977,images/train/train_04977.png,Which specific humidity level was measured within the outlined area shown?,"[""12 grams of water vapor per kilogram of air"", ""11 grams of water vapor per kilogram of air"", ""4 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on September 12, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Australia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.","Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 2 and 8 grams of water vapor per kilogram of air.
4 grams of water vapor per kilogram of air is within this range.
11 and 12 grams of water vapor per kilogram of air are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_08497,images/train/train_08497.png,Select the chemical formula for this molecule.,"[""HO"", ""H2O"", ""H3O2"", ""H2O2""]",4,1,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. O is the symbol for oxygen. According to the legend, oxygen atoms are shown in red. This ball-and-stick model shows a molecule with two hydrogen atoms and one oxygen atom. The chemical formula will contain the symbols H and O. There are two hydrogen atoms, so H will have a subscript of 2. There is one oxygen atom, so O will not have a subscript. The correct formula is H2 O. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_12061,images/train/train_12061.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09176,images/train/train_09176.png,Which of the following organisms is the omnivore in this food web?,"[""rough-legged hawk"", ""bear sedge"", ""Arctic fox""]",3,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.
The Arctic fox has an arrow pointing to it from the bilberry, which is a producer. The Arctic fox also has an arrow pointing to it from the brown lemming, which is a consumer. The Arctic fox eats a producer and a consumer, so it is an omnivore.
The grizzly bear has an arrow pointing to it from the bilberry, which is a producer. The grizzly bear also has an arrow pointing to it from the barren-ground caribou, which is a consumer. The grizzly bear eats a producer and a consumer, so it is an omnivore.
The bear sedge does not have any arrows pointing to it. So, the bear sedge is not an omnivore.
The rough-legged hawk has only one arrow pointing to it. This arrow starts from the parasitic jaeger, which is a consumer. So, the rough-legged hawk is a consumer but not an omnivore.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_09673,images/train/train_09673.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_01951,images/train/train_01951.png,Which type of relationship is formed when protists live in a termite's gut?,"[""mutualistic"", ""parasitic"", ""commensal""]",3,0,"Read the passage. Then answer the question.

Termites are small insects that eat wood. But they cannot completely digest the wood on their own. To help digest the wood, some termites rely on organisms called protists that live in their guts. These protists are microscopic, or too small to see without the aid of a microscope.
When the protists digest the wood, they get energy and nutrients. Without protists in its gut, a termite would not be able to use wood for food, so it would starve to death.
Figure: a termite eating dead wood.","When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)","When protists live in a termite's gut, they get nutrients and energy from the wood the termite eats. So, the protists benefit from their relationship with the termite.
The termite is not able to use wood as food without the protists. So, the termite also benefits from its relationship with the protists.
Since both the protists and the termite benefit, a mutualistic relationship is formed when protists live in a termite's gut.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
train_04663,images/train/train_04663.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_10374,images/train/train_10374.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07576,images/train/train_07576.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08971,images/train/train_08971.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_04900,images/train/train_04900.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_04588,images/train/train_04588.png,Which of the following was a dependent variable in this experiment?,"[""the temperature of the soda"", ""the size of the ice pieces""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Arianna's brother thought that crushed ice would keep his soda cooler than whole ice cubes.
To test this idea, Arianna divided a large bottle of soda equally among six glasses. Arianna added five whole ice cubes to each of the first three glasses while her brother crushed five ice cubes into small pieces before adding them to each of the other three glasses. Ten minutes after all the ice had been added to the glasses, Arianna used a thermometer to measure the temperature of the soda in each glass.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: glasses of soda with ice.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_10442,images/train/train_10442.png,Which of the following was an independent variable in this experiment?,"[""the temperature of the soda"", ""the size of the ice pieces""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Lucy's brother thought that crushed ice would keep his soda cooler than whole ice cubes.
To test this idea, Lucy divided a large bottle of soda equally among six glasses. Lucy added five whole ice cubes to each of the first three glasses while her brother crushed five ice cubes into small pieces before adding them to each of the other three glasses. Ten minutes after all the ice had been added to the glasses, Lucy used a thermometer to measure the temperature of the soda in each glass.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: glasses of soda with ice.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_03691,images/train/train_03691.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07348,images/train/train_07348.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_06469,images/train/train_06469.png,Which statement describes the Kaeng Krachan National Park ecosystem?,"[""It has soil that is rich in nutrients."", ""It has year-round rain and warm temperatures."", ""It has only a few types of organisms.""]",3,1,"Figure: Kaeng Krachan National Park.
Kaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand. It is Thailand's largest national park and has many animals, including elephants.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has year-round rain and warm temperatures. The following statements do not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients. It has only a few types of organisms.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_04080,images/train/train_04080.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08924,images/train/train_08924.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_01697,images/train/train_01697.png,Select the chemical formula for this molecule.,"[""HCl"", ""HClN"", ""HC"", ""H2Cl""]",4,0,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.","H is the symbol for hydrogen. Cl is the symbol for chlorine. This ball-and-stick model shows a molecule with one hydrogen atom and one chlorine atom.
The chemical formula will contain the symbols H and Cl. There is one hydrogen atom, so H will not have a subscript. There is one chlorine atom, so Cl will not have a subscript.
The correct formula is HCl.
The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
train_00780,images/train/train_00780.png,Which of the following organisms is the omnivore in this food web?,"[""rotifer"", ""golden algae"", ""green algae""]",3,0,"Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.
The golden algae does not have any arrows pointing to it. So, the golden algae is not an omnivore.
The copepod has an arrow pointing to it from the golden algae, which is a producer. The copepod also has an arrow pointing to it from the rotifer, which is a consumer. The copepod eats a producer and a consumer, so it is an omnivore.
The green algae does not have any arrows pointing to it. So, the green algae is not an omnivore.
The rotifer has an arrow pointing to it from the green algae, which is a producer. The rotifer also has an arrow pointing to it from the water flea, which is a consumer. The rotifer eats a producer and a consumer, so it is an omnivore.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
train_10518,images/train/train_10518.png,Which of the following organisms is the producer in this food web?,"[""golden algae"", ""bacteria"", ""black crappie""]",3,0,"Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The bacteria have arrows pointing to them, so they are not producers.
The black crappie has arrows pointing to it, so it is not a producer.
The golden algae does not have any arrows pointing to it. So, the golden algae is a producer.
The green algae does not have any arrows pointing to it. So, the green algae is a producer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
train_07933,images/train/train_07933.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09452,images/train/train_09452.png,"Complete the sentence.
The Mid-Atlantic Ridge formed at a () boundary.","[""divergent"", ""transform"", ""convergent""]",3,0,"Read the passage and look at the picture.
The Mid-Atlantic Ridge is a massive mountain chain that runs along the floor of the Atlantic Ocean. On this map, the ridge is shown by the light blue area between Africa and South America. The dark blue areas on either side of the ridge show deeper regions of the ocean.
The Mid-Atlantic Ridge began to form millions of years ago as the African Plate and the South American Plate moved away from each other. The plates are still moving apart at a rate of about 2.5 centimeters per year, causing the ridge to grow even taller and wider.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
At a divergent boundary, two plates are moving away from each other.
divergent plate boundary
When plates at a divergent boundary move apart, cracks form in the crust along the boundary. Melted rock rises from below the crust to fill these cracks. As the melted rock cools and hardens, it becomes new oceanic crust.
Newer oceanic crust weighs less than older oceanic crust. So, the crust on either side of the boundary rises up higher than the older crust that is farther from the boundary. This difference in elevation creates a mid-ocean ridge, or underwater mountain chain. Between the two plates, there may be a deep rift valley.","To figure out what type of plate boundary formed the Mid-Atlantic Ridge, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Mid-Atlantic Ridge is a massive mountain chain that runs along the floor of the Atlantic Ocean. On this map, the ridge is shown by the light blue area between Africa and South America. The dark blue areas on either side of the ridge show deeper regions of the ocean.
The Mid-Atlantic Ridge began to form millions of years ago as the African Plate and the South American Plate moved away from each other. The plates are still moving apart at a rate of about 2.5 centimeters per year, causing the ridge to grow even taller and wider.
The underlined part of the passage explains that the Mid-Atlantic Ridge formed as the two plates moved away from each other, or diverged. So, the Mid-Atlantic Ridge formed at a divergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_09881,images/train/train_09881.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_00319,images/train/train_00319.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12708,images/train/train_12708.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12504,images/train/train_12504.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08365,images/train/train_08365.png,"In this food chain, the mayfly is a primary consumer. Why?","[""It eats a tertiary consumer."", ""It eats a producer."", ""It makes its own food.""]",3,1,"This diagram shows a food chain from Lake Superior, a freshwater ecosystem on the border of the United States and Canada.","Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the mayfly is a primary consumer because it eats a producer. The producer in this food chain is the algae.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_12081,images/train/train_12081.png,"Based on the text, where might you find these singing dogs?","[""at dog shows in America"", ""in zoos in Australia"", ""in the mountains of New Guinea""]",3,2,"Read the text about singing dogs.
One dog begins howling. Others join in. Some of the howls are high, and some of the howls are low. So, when a group howls together, it can sound like singing. These unique sounds are made by New Guinea singing dogs, and they are quite different from the sounds other dogs make.
New Guinea singing dogs live in the mountains on the island of New Guinea. However, they are very shy and rarely seen. They look a lot like other kinds of wild dogs, but in some ways they are more like cats. They are great climbers and jumpers, and they groom themselves often to stay clean. Their eyes shine green in low light, just like cats' eyes do. These catlike singing dogs are one of a kind.",,"Look at the text in bold below. It tells you where you might find these singing dogs.
New Guinea singing dogs live in the mountains on the island of New Guinea. However, they are very shy and rarely seen. They look a lot like other kinds of wild dogs, but in some ways, they are more like cats. They are great climbers and jumpers, and they groom themselves often to stay clean. Their eyes shine green in low light, just like cats' eyes do. These catlike singing dogs are one of a kind.",closed choice,grade3,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
train_01716,images/train/train_01716.png,Select the chemical formula for this molecule.,"[""NH3"", ""NH"", ""H"", ""H3""]",4,0,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.","N is the symbol for nitrogen. H is the symbol for hydrogen. This ball-and-stick model shows a molecule with one nitrogen atom and three hydrogen atoms.
The chemical formula will contain the symbols N and H. There is one nitrogen atom, so N will not have a subscript. There are three hydrogen atoms, so H will have a subscript of 3.
The correct formula is NH3.
The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
train_02960,images/train/train_02960.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09603,images/train/train_09603.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_10382,images/train/train_10382.png,"In this experiment, which were part of a control group?","[""the loaves of bread in bins covered with dark paper"", ""the loaves of bread in bins with no covering""]",2,1,"The passage below describes an experiment.

Ava baked bread for a bakery. She stored her bread in clear bins in the back of the bakery, but she sometimes found mold growing on the bread. Ava wondered if less mold would grow if she stored her bread in dark bins.
Ava covered half of the clear bins in dark paper. She left the rest of the bins uncovered. She put an equal amount of bread in each bin. Every day for two weeks, she counted how many loaves of bread in each bin had mold.
Figure: moldy bread.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Ava investigated whether storing bread in dark bins affects mold growth. The loaves of bread in bins with no covering were not stored in dark bins. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_12006,images/train/train_12006.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_06574,images/train/train_06574.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09272,images/train/train_09272.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09233,images/train/train_09233.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_10739,images/train/train_10739.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07633,images/train/train_07633.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08991,images/train/train_08991.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12278,images/train/train_12278.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_11760,images/train/train_11760.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_06105,images/train/train_06105.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_02848,images/train/train_02848.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08271,images/train/train_08271.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_06931,images/train/train_06931.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_10532,images/train/train_10532.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12546,images/train/train_12546.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07045,images/train/train_07045.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09587,images/train/train_09587.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_00105,images/train/train_00105.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09547,images/train/train_09547.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_11441,images/train/train_11441.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09969,images/train/train_09969.png,"Based on the timeline, which of the following statements is true?","[""A plan to govern the new country was written and adopted during the Revolutionary War."", ""The Articles of Confederation were first written during the Constitutional Convention."", ""The Articles of Confederation were never adopted by the states."", ""The Revolutionary War began after the Constitutional Convention met.""]",4,0,Look at some of the events that occurred before and after the founding of the United States. Then answer the question below.,,,closed choice,grade7,social science,us-history,The Early Republic,The Articles of Confederation
train_04026,images/train/train_04026.png,Select the chemical formula for this molecule.,"[""IC"", ""I2Cl2"", ""ICl"", ""I2C2""]",4,2,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.","I is the symbol for iodine. Cl is the symbol for chlorine. This ball-and-stick model shows a molecule with one iodine atom and one chlorine atom.
The chemical formula will contain the symbols I and Cl. There is one iodine atom, so I will not have a subscript. There is one chlorine atom, so Cl will not have a subscript.
The correct formula is ICl.
The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
train_08486,images/train/train_08486.png,Which of the following organisms is the omnivore in this food web?,"[""parasitic jaeger"", ""bear sedge"", ""grizzly bear""]",3,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.
The grizzly bear has an arrow pointing to it from the bilberry, which is a producer. The grizzly bear also has an arrow pointing to it from the barren-ground caribou, which is a consumer. The grizzly bear eats a producer and a consumer, so it is an omnivore.
The bear sedge does not have any arrows pointing to it. So, the bear sedge is not an omnivore.
The parasitic jaeger has only one arrow pointing to it. This arrow starts from the brown lemming, which is a consumer. So, the parasitic jaeger is a consumer but not an omnivore.
The Arctic fox has an arrow pointing to it from the bilberry, which is a producer. The Arctic fox also has an arrow pointing to it from the brown lemming, which is a consumer. The Arctic fox eats a producer and a consumer, so it is an omnivore.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_09717,images/train/train_09717.png,"Complete the sentence to estimate the diameter of the Sun compared to Earth.
The Sun's diameter is about () times greater than Earth's.","[""3"", ""10"", ""100""]",3,2,"Our solar system is made up of the Sun and all the objects that move around it. These objects include planets, moons, asteroids, and comets.
The sizes of the objects in the solar system are difficult to imagine without the help of a model. Models make certain characteristics of a system easier to understand. A model can be a physical object, a graph, a diagram, or a simulation.
The diagram below is a model that shows the relative sizes of the Sun, the Moon, and Earth. The two small dots represent the accurate sizes of Earth and the Moon compared to the Sun. A close-up view of Earth and the Moon is also shown.",,"In the model, the Sun and Earth are spheres. The diameter of a sphere is the distance from one side to the other through the center. You can use the model to estimate how many Earth diameters would add up to the Sun's diameter.
The Sun's diameter is represented by a black line. Earth's diameter is equal to the width of the dot that represents Earth.
Imagine lining up copies of this dot side by side. If you used only 3 or 10 dots, they would not cover the line. To cover the line completely, you would need about 100 dots. So, the Sun's diameter is about 100 times greater than Earth's.",closed choice,grade8,natural science,earth-science,Astronomy,Analyze models of the Earth-Sun-Moon system
train_02516,images/train/train_02516.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""MCR1 protein . . . MCR1 gene"", ""MCR1 gene . . . MCR1 protein""]",2,1,"The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.

The hairs in a jaguar's coat are colored by molecules called pigments. The pigments are made in cells at the base of each hair. When these cells make light pigments, the hair is light-colored. When these cells make dark pigments, the hair is black.
A protein called MCR1 controls how the jaguar's cells color each hair with light and dark pigments. The function of the MCR1 protein results in jaguars with spotted coats, made up of both light-colored and black hairs. The MCR1 protein is encoded by the MCR1 gene.
A certain jaguar had a solid black coat because of a mutation in its MCR1 gene. Compared to the MCR1 gene without a mutation, the mutated MCR1 gene encoded a form of the MCR1 protein with a different structure.
This different form of the MCR1 protein allowed only dark pigments to color the hairs.
Figure: a jaguar with a solid black coat (left) and a jaguar with a spotted coat.","An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.","A mutation in a gene may affect the protein it encodes.
So, the mutation in the MCR1 gene affected the structure and function of the MCR1 protein.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
train_08813,images/train/train_08813.png,Which of the following was a dependent variable in this experiment?,"[""the number of ripe avocados"", ""the number of ripe bananas""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Eliana liked to make guacamole, but she could often find only unripe  at the grocery store. In biology class, Eliana learned that ripe fruits produce a gas called ethylene that can cause other fruits to ripen. Eliana wondered whether storing ripe bananas with unripe  would make the  ripen faster.
Eliana prepared four paper bags with five unripe  in each bag. She added one ripe banana to two of the bags and no bananas to the remaining two bags. Then, Eliana sealed all four bags. After three days, she opened each bag and counted the number of ripe  in each bag.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: avocados.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_08923,images/train/train_08923.png,Which of the following was an independent variable in this experiment?,"[""the number of ripe bananas"", ""the number of ripe avocados""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Katy liked to make guacamole, but she could often find only unripe  at the grocery store. In biology class, Katy learned that ripe fruits produce a gas called ethylene that can cause other fruits to ripen. Katy wondered whether storing ripe bananas with unripe  would make the  ripen faster.
Katy prepared four paper bags with five unripe  in each bag. She added one ripe banana to two of the bags and no bananas to the remaining two bags. Then, Katy sealed all four bags. After three days, she opened each bag and counted the number of ripe  in each bag.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: avocados.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_04430,images/train/train_04430.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_06954,images/train/train_06954.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08630,images/train/train_08630.png,Select the chemical formula for this molecule.,"[""HS"", ""H3S2"", ""H2S"", ""HS2""]",4,2,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. S is the symbol for sulfur. According to the legend, sulfur atoms are shown in yellow. This ball-and-stick model shows a molecule with two hydrogen atoms and one sulfur atom. The chemical formula will contain the symbols H and S. There are two hydrogen atoms, so H will have a subscript of 2. There is one sulfur atom, so S will not have a subscript. The correct formula is H2 S. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_12556,images/train/train_12556.png,Select the chemical formula for this molecule.,"[""CH"", ""C4H"", ""C2H4"", ""CH4""]",4,3,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","C is the symbol for carbon. According to the legend, carbon atoms are shown in dark gray. H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. This ball-and-stick model shows a molecule with one carbon atom and four hydrogen atoms. The chemical formula will contain the symbols C and H. There is one carbon atom, so C will not have a subscript. There are four hydrogen atoms, so H will have a subscript of 4. The correct formula is CH4. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_05647,images/train/train_05647.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_01915,images/train/train_01915.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_04903,images/train/train_04903.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_06641,images/train/train_06641.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_02354,images/train/train_02354.png,Which of the following organisms is the decomposer in this food web?,"[""black crappie"", ""bacteria"", ""rotifer""]",3,1,"Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.
The rotifer has arrows pointing from it. So, the rotifer is not a decomposer.
The water mold does not have arrows pointing from it to other organisms. So, the water mold is a decomposer.
The bacteria do not have arrows pointing from them to other organisms. So, the bacteria are decomposers.
The black crappie has an arrow pointing from it. So, the black crappie is not a decomposer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
train_11494,images/train/train_11494.png,Which of the following organisms is the producer in this food web?,"[""rotifer"", ""green algae"", ""shiner""]",3,1,"Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The rotifer has arrows pointing to it, so it is not a producer.
The green algae does not have any arrows pointing to it. So, the green algae is a producer.
The shiner has an arrow pointing to it, so it is not a producer.
The golden algae does not have any arrows pointing to it. So, the golden algae is a producer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
train_10702,images/train/train_10702.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_00973,images/train/train_00973.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08175,images/train/train_08175.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_10754,images/train/train_10754.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09467,images/train/train_09467.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07311,images/train/train_07311.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12456,images/train/train_12456.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_05842,images/train/train_05842.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_03167,images/train/train_03167.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09686,images/train/train_09686.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_11887,images/train/train_11887.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08344,images/train/train_08344.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_05057,images/train/train_05057.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_01062,images/train/train_01062.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_02795,images/train/train_02795.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08171,images/train/train_08171.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_02573,images/train/train_02573.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_05633,images/train/train_05633.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07619,images/train/train_07619.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_00011,images/train/train_00011.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_01117,images/train/train_01117.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_01848,images/train/train_01848.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08080,images/train/train_08080.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_00658,images/train/train_00658.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_01590,images/train/train_01590.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_11198,images/train/train_11198.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07131,images/train/train_07131.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.","Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_02044,images/train/train_02044.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09885,images/train/train_09885.png,Which type of relationship is formed when European mistletoe grows on a linden tree?,"[""commensal"", ""parasitic"", ""mutualistic""]",3,1,"Read the passage. Then answer the question.

European mistletoe is a shrub that grows on trees, including linden trees. The mistletoe has specialized roots that pierce the tree's bark and absorb nutrients and water from inside the tree. These resources from the tree allow the mistletoe to grow up to five feet in diameter!
When the tree loses nutrients and water to the mistletoe, the tree grows more slowly and makes fewer seeds.
Figure: European mistletoe growing on a linden tree.","When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)","When European mistletoe grows on a linden tree, the mistletoe gets nutrients and water that it needs to grow and survive. So, the mistletoe benefits from its relationship with the tree.
The tree grows more slowly and makes fewer seeds when the mistletoe grows on it. So, the tree is harmed by its relationship with the mistletoe.
Since the mistletoe benefits and the tree is harmed, a parasitic relationship is formed when European mistletoe grows on a linden tree.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
train_11044,images/train/train_11044.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09369,images/train/train_09369.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.","Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_03153,images/train/train_03153.png,Which statement describes the Bering Land Bridge National Preserve ecosystem?,"[""It has soil that is frozen year-round."", ""It has dry, thin soil that is rich in nutrients."", ""It has many evergreen trees.""]",3,0,"Figure: Bering Land Bridge National Preserve.
Bering Land Bridge National Preserve is a tundra ecosystem in western Alaska. The preserve is home to herds of caribou, muskoxen, and reindeer.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Bering Land Bridge National Preserve ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has soil that is frozen year-round. The following statements do not describe Bering Land Bridge National Preserve: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has dry, thin soil that is rich in nutrients. It has many evergreen trees.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_03636,images/train/train_03636.png,Which statement describes the Kaeng Krachan National Park ecosystem?,"[""It has soil that is rich in nutrients."", ""It has only a few types of organisms."", ""It has soil that is poor in nutrients.""]",3,2,"Figure: Kaeng Krachan National Park.
Kaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand. It is Thailand's largest national park and has many animals, including elephants.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is poor in nutrients. The following statements do not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has only a few types of organisms. It has soil that is rich in nutrients.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_07283,images/train/train_07283.png,Which of the following was an independent variable in this experiment?,"[""the change in weight for each plant"", ""the watering method used""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Lindsey had four air plants on her desk that were not growing. She suspected that they needed more water. Lindsey's sister recommended soaking the air plants in a bowl of water once a week. Lindsey's coworker recommended spraying the air plants with a mist of water every day.
Lindsey decided to test both ideas. First, she measured the initial weight of all four air plants. Then, for the next two months, she sprayed two of the plants with a mist of water each day. She watered the two remaining plants by soaking them in water once a week. Finally, Lindsey measured the weight of the plants again and calculated the change in weight for each plant.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: an air plant displayed on a rock.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_07032,images/train/train_07032.png,Look at the picture. Which word best describes how this soup feels to the touch?,"[""warm"", ""dusty"", ""dry""]",3,0,,"When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
","Look at the picture.
The word warm describes how this soup feels to the touch. You can tell by looking at the steam coming off the soup.
Dry and dusty can also describe how something feels to the touch. But they do not describe this soup.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
train_02345,images/train/train_02345.png,"Based on the maps above, what was true about the Southern Colonies compared to the other colonies?","[""The Southern Colonies had better soil than New England."", ""The Southern Colonies had worse soil than New England."", ""The Southern Colonies had a shorter growing season than the Middle Colonies.""]",3,0,The two maps below give information about the colonial regions of North America. The first map shows how good the soil was for growing crops. The second map shows how many months out of the year had good weather for growing crops. Look at the maps. Then answer the question below.,,"Look at the maps.
These choices are correct:
The Southern Colonies had better soil than New England.
In the first map, most of the soil in the Southern Colonies is labeled  ""most fertile."" Meanwhile, New England is labeled as ""least fertile."" Fertile soil is good for growing crops. So, the Southern colonies had better, more fertile, soil.
The Southern Colonies had a longer growing season than the Middle Colonies.
The second map shows that the growing season in most of the Southern Colonies was 7 to 9 months. Most of the Middle Colonies had a growing season of 5 to 7 months. Longer growing seasons make it easier to grow crops.
The fertile soil and long growing season made the Southern Colonies a great place to grow crops. In general, it was easier to grow crops in the Southern Colonies than in the other colonial regions.",closed choice,grade5,social science,us-history,English colonies in North America,Southern colonies: economy and slavery
train_04445,images/train/train_04445.png,Select the chemical formula for this molecule.,"[""HI2"", ""HI"", ""HeI"", ""He2I2""]",4,1,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.","H is the symbol for hydrogen. I is the symbol for iodine. This ball-and-stick model shows a molecule with one hydrogen atom and one iodine atom.
The chemical formula will contain the symbols H and I. There is one hydrogen atom, so H will not have a subscript. There is one iodine atom, so I will not have a subscript.
The correct formula is HI.
The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
train_09657,images/train/train_09657.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""transporter protein . . . w gene"", ""w gene . . . transporter protein""]",2,1,"The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.

The eyes of fruit flies look red because they contain molecules called pigments, which color the eyes red. Cells in the eyes of fruit flies have parts that make these pigments from other molecules.
The molecules that will become pigments are brought inside these cell parts by a protein called a transporter. This transporter protein is encoded by the w gene.
Scientists in a lab found a fruit fly that had white eyes. This fly had a mutation in its w gene. Compared to the w gene without a mutation, the mutated w gene encoded a form of the transporter protein with a different structure.
This different form of the transporter protein could not bring molecules into the parts of the fly's eye cells where pigments are made. So, the fly's eyes had no pigments.
Figure: a white fly eye (left) and a red fly eye.","An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.","A mutation in a gene may affect the protein it encodes.
So, the mutation in the w gene affected the structure and function of the transporter protein.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
train_03960,images/train/train_03960.png,How many years passed between the signing of the Treaty of Versailles and the beginning of World War II in Europe?,"[""35 years"", ""20 years"", ""15 years"", ""23 years""]",4,1,Look at the timeline. Then answer the question.,,"The Treaty of Versailles was signed in 1919. World War II began in Europe in 1939. Subtract 1919 from 1939.
There were 20 years between the signing of the Treaty of Versailles and the beginning of World War II in Europe.",closed choice,grade5,social science,world-history,20th century American history,"World War II: lead-up to war in Europe, Asia"
train_08748,images/train/train_08748.png,Which of the following was a dependent variable in this experiment?,"[""the number of earthworms"", ""the number of leaves""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Derek grew ten  on his back porch. He grew each plant in its own pot, and each pot was the same size and shape. Derek noticed that his plants did not grow many leaves, and he wanted to see if earthworms could help them grow more. To test this idea, Derek divided his ten plants into two equal groups. For one group, he added three earthworms to the soil in each pot. He did not add any earthworms to pots in the other group.
Two months later, Derek counted the number of leaves on each of the ten plants. He compared the number of leaves on the plants in each group.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: mint plants.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_03878,images/train/train_03878.png,Select the chemical formula for this molecule.,"[""H2O"", ""HO"", ""CH2O"", ""H2""]",4,0,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.","H is the symbol for hydrogen. O is the symbol for oxygen. This ball-and-stick model shows a molecule with two hydrogen atoms and one oxygen atom.
The chemical formula will contain the symbols H and O. There are two hydrogen atoms, so H will have a subscript of 2. There is one oxygen atom, so O will not have a subscript.
The correct formula is H2 O.
The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
train_09724,images/train/train_09724.png,Select the chemical formula for this molecule.,"[""H4"", ""P2H4"", ""H3"", ""PH3""]",4,3,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.","P is the symbol for phosphorus. H is the symbol for hydrogen. This ball-and-stick model shows a molecule with one phosphorus atom and three hydrogen atoms.
The chemical formula will contain the symbols P and H. There is one phosphorus atom, so P will not have a subscript. There are three hydrogen atoms, so H will have a subscript of 3.
The correct formula is PH3.
The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
train_03041,images/train/train_03041.png,Which better describes the Catoctin Mountain Park ecosystem?,"[""It has soil that is poor in nutrients. It also has only a few types of trees."", ""It has soil that is rich in nutrients. It also has only a few types of trees.""]",2,1,"Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Catoctin Mountain Park has soil that is rich in nutrients. It also has only a few types of trees.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_00110,images/train/train_00110.png,Which statement describes the Tallgrass Prairie National Preserve ecosystem?,"[""It has a medium amount of rain."", ""It has soil that is poor in nutrients."", ""It has cold winters and cool summers.""]",3,0,"Figure: Tallgrass Prairie National Preserve.
Tallgrass Prairie National Preserve is a prairie grassland ecosystem in eastern Kansas. The preserve is named for its grass, which can grow over five feet tall. This type of grass once covered large parts of North America, but it is now rare. Most of the tallgrass in North America was destroyed to create farmland.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statement describes the Tallgrass Prairie National Preserve ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has a medium amount of rain. The following statements do not describe Tallgrass Prairie National Preserve: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has soil that is poor in nutrients. It has cold winters and cool summers.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_05224,images/train/train_05224.png,"Based on the map, what was true about the Silk Road around the year 1300 CE?","[""The Silk Road connected parts of East Asia, the Middle East, and Europe."", ""The Silk Road connected East Asia and the Americas by sea."", ""The Silk Road was made up of only land routes.""]",3,0,"The map below shows a network of trade routes known as the Silk Road. Between 200 BCE and 1350 CE, merchants, or traders, traveled along many parts of these routes.
Look at the map, which shows the Silk Road around the year 1300 CE. Then answer the question below.",,,closed choice,grade6,social science,world-history,The Silk Road,The medieval Silk Road
train_10873,images/train/train_10873.png,Look at the picture. Which word best describes how these marbles feel to the touch?,"[""hairy"", ""rough"", ""smooth""]",3,2,,"When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
","Look at the picture.
The word smooth describes how these marbles feel to the touch.
Rough and hairy can also describe how something feels to the touch. But they do not describe these marbles.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
train_12377,images/train/train_12377.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_11604,images/train/train_11604.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09290,images/train/train_09290.png,What can Bridgette and Anthony trade to each get what they want?,"[""Anthony can trade his broccoli for Bridgette's oranges."", ""Bridgette can trade her tomatoes for Anthony's broccoli."", ""Bridgette can trade her tomatoes for Anthony's carrots."", ""Anthony can trade his almonds for Bridgette's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Bridgette and Anthony open their lunch boxes in the school cafeteria. Neither Bridgette nor Anthony got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Bridgette's lunch Anthony's lunch",,"Look at the table and images.
Bridgette wants broccoli. Anthony wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_00029,images/train/train_00029.png,What can Maureen and Kendrick trade to each get what they want?,"[""Kendrick can trade his broccoli for Maureen's oranges."", ""Kendrick can trade his almonds for Maureen's tomatoes."", ""Maureen can trade her tomatoes for Kendrick's broccoli."", ""Maureen can trade her tomatoes for Kendrick's carrots.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Maureen and Kendrick open their lunch boxes in the school cafeteria. Neither Maureen nor Kendrick got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Maureen's lunch Kendrick's lunch",,"Look at the table and images.
Maureen wants broccoli. Kendrick wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_02172,images/train/train_02172.png,What can Roxanne and Wesley trade to each get what they want?,"[""Roxanne can trade her tomatoes for Wesley's broccoli."", ""Wesley can trade his broccoli for Roxanne's oranges."", ""Wesley can trade his almonds for Roxanne's tomatoes."", ""Roxanne can trade her tomatoes for Wesley's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Roxanne and Wesley open their lunch boxes in the school cafeteria. Neither Roxanne nor Wesley got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Roxanne's lunch Wesley's lunch",,"Look at the table and images.
Roxanne wants broccoli. Wesley wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_00531,images/train/train_00531.png,What can Reggie and Wendy trade to each get what they want?,"[""Reggie can trade his tomatoes for Wendy's carrots."", ""Wendy can trade her almonds for Reggie's tomatoes."", ""Wendy can trade her broccoli for Reggie's oranges."", ""Reggie can trade his tomatoes for Wendy's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Reggie and Wendy open their lunch boxes in the school cafeteria. Neither Reggie nor Wendy got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Reggie's lunch Wendy's lunch",,"Look at the table and images.
Reggie wants broccoli. Wendy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_05489,images/train/train_05489.png,What can Rodrigo and Kathleen trade to each get what they want?,"[""Kathleen can trade her broccoli for Rodrigo's oranges."", ""Rodrigo can trade his tomatoes for Kathleen's broccoli."", ""Kathleen can trade her almonds for Rodrigo's tomatoes."", ""Rodrigo can trade his tomatoes for Kathleen's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Rodrigo and Kathleen open their lunch boxes in the school cafeteria. Neither Rodrigo nor Kathleen got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Rodrigo's lunch Kathleen's lunch",,"Look at the table and images.
Rodrigo wants broccoli. Kathleen wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_07768,images/train/train_07768.png,What can Wayne and Colleen trade to each get what they want?,"[""Wayne can trade his tomatoes for Colleen's carrots."", ""Wayne can trade his tomatoes for Colleen's broccoli."", ""Colleen can trade her almonds for Wayne's tomatoes."", ""Colleen can trade her broccoli for Wayne's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Wayne and Colleen open their lunch boxes in the school cafeteria. Neither Wayne nor Colleen got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Wayne's lunch Colleen's lunch",,"Look at the table and images.
Wayne wants broccoli. Colleen wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_04524,images/train/train_04524.png,What can Brendan and Estelle trade to each get what they want?,"[""Brendan can trade his tomatoes for Estelle's carrots."", ""Estelle can trade her broccoli for Brendan's oranges."", ""Estelle can trade her almonds for Brendan's tomatoes."", ""Brendan can trade his tomatoes for Estelle's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Brendan and Estelle open their lunch boxes in the school cafeteria. Neither Brendan nor Estelle got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Brendan's lunch Estelle's lunch",,"Look at the table and images.
Brendan wants broccoli. Estelle wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_12029,images/train/train_12029.png,What can Fernando and Manuel trade to each get what they want?,"[""Fernando can trade his tomatoes for Manuel's carrots."", ""Manuel can trade his broccoli for Fernando's oranges."", ""Manuel can trade his almonds for Fernando's tomatoes."", ""Fernando can trade his tomatoes for Manuel's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Fernando and Manuel open their lunch boxes in the school cafeteria. Neither Fernando nor Manuel got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Fernando's lunch Manuel's lunch",,"Look at the table and images.
Fernando wants broccoli. Manuel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_04036,images/train/train_04036.png,What can Dwayne and Madelyn trade to each get what they want?,"[""Dwayne can trade his tomatoes for Madelyn's broccoli."", ""Madelyn can trade her almonds for Dwayne's tomatoes."", ""Madelyn can trade her broccoli for Dwayne's oranges."", ""Dwayne can trade his tomatoes for Madelyn's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Dwayne and Madelyn open their lunch boxes in the school cafeteria. Neither Dwayne nor Madelyn got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Dwayne's lunch Madelyn's lunch",,"Look at the table and images.
Dwayne wants broccoli. Madelyn wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_07902,images/train/train_07902.png,What can Rodrigo and Ayana trade to each get what they want?,"[""Rodrigo can trade his tomatoes for Ayana's carrots."", ""Rodrigo can trade his tomatoes for Ayana's broccoli."", ""Ayana can trade her almonds for Rodrigo's tomatoes."", ""Ayana can trade her broccoli for Rodrigo's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Rodrigo and Ayana open their lunch boxes in the school cafeteria. Neither Rodrigo nor Ayana got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Rodrigo's lunch Ayana's lunch",,"Look at the table and images.
Rodrigo wants broccoli. Ayana wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_01190,images/train/train_01190.png,What can Matthew and Robert trade to each get what they want?,"[""Matthew can trade his tomatoes for Robert's broccoli."", ""Robert can trade his broccoli for Matthew's oranges."", ""Robert can trade his almonds for Matthew's tomatoes."", ""Matthew can trade his tomatoes for Robert's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Matthew and Robert open their lunch boxes in the school cafeteria. Neither Matthew nor Robert got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Matthew's lunch Robert's lunch",,"Look at the table and images.
Matthew wants broccoli. Robert wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_07769,images/train/train_07769.png,What can Brittany and Camilla trade to each get what they want?,"[""Camilla can trade her broccoli for Brittany's oranges."", ""Camilla can trade her almonds for Brittany's tomatoes."", ""Brittany can trade her tomatoes for Camilla's carrots."", ""Brittany can trade her tomatoes for Camilla's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Brittany and Camilla open their lunch boxes in the school cafeteria. Neither Brittany nor Camilla got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Brittany's lunch Camilla's lunch",,"Look at the table and images.
Brittany wants broccoli. Camilla wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10492,images/train/train_10492.png,What can Marshall and Emilio trade to each get what they want?,"[""Emilio can trade his almonds for Marshall's tomatoes."", ""Marshall can trade his tomatoes for Emilio's carrots."", ""Marshall can trade his tomatoes for Emilio's broccoli."", ""Emilio can trade his broccoli for Marshall's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Marshall and Emilio open their lunch boxes in the school cafeteria. Neither Marshall nor Emilio got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Marshall's lunch Emilio's lunch",,"Look at the table and images.
Marshall wants broccoli. Emilio wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_04783,images/train/train_04783.png,What can Bernie and Whitney trade to each get what they want?,"[""Bernie can trade his tomatoes for Whitney's carrots."", ""Whitney can trade her almonds for Bernie's tomatoes."", ""Whitney can trade her broccoli for Bernie's oranges."", ""Bernie can trade his tomatoes for Whitney's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Bernie and Whitney open their lunch boxes in the school cafeteria. Neither Bernie nor Whitney got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Bernie's lunch Whitney's lunch",,"Look at the table and images.
Bernie wants broccoli. Whitney wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_11012,images/train/train_11012.png,What can Nathan and Reggie trade to each get what they want?,"[""Nathan can trade his tomatoes for Reggie's carrots."", ""Nathan can trade his tomatoes for Reggie's broccoli."", ""Reggie can trade his broccoli for Nathan's oranges."", ""Reggie can trade his almonds for Nathan's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Nathan and Reggie open their lunch boxes in the school cafeteria. Neither Nathan nor Reggie got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Nathan's lunch Reggie's lunch",,"Look at the table and images.
Nathan wants broccoli. Reggie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_02358,images/train/train_02358.png,What can Jamal and Francesca trade to each get what they want?,"[""Jamal can trade his tomatoes for Francesca's carrots."", ""Francesca can trade her broccoli for Jamal's oranges."", ""Francesca can trade her almonds for Jamal's tomatoes."", ""Jamal can trade his tomatoes for Francesca's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jamal and Francesca open their lunch boxes in the school cafeteria. Neither Jamal nor Francesca got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Jamal's lunch Francesca's lunch",,"Look at the table and images.
Jamal wants broccoli. Francesca wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_01557,images/train/train_01557.png,What can Dean and Santiago trade to each get what they want?,"[""Santiago can trade his broccoli for Dean's oranges."", ""Santiago can trade his almonds for Dean's tomatoes."", ""Dean can trade his tomatoes for Santiago's carrots."", ""Dean can trade his tomatoes for Santiago's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Dean and Santiago open their lunch boxes in the school cafeteria. Neither Dean nor Santiago got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Dean's lunch Santiago's lunch",,"Look at the table and images.
Dean wants broccoli. Santiago wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_07018,images/train/train_07018.png,What can Tanvi and Jeremiah trade to each get what they want?,"[""Tanvi can trade her tomatoes for Jeremiah's broccoli."", ""Jeremiah can trade his broccoli for Tanvi's oranges."", ""Jeremiah can trade his almonds for Tanvi's tomatoes."", ""Tanvi can trade her tomatoes for Jeremiah's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Tanvi and Jeremiah open their lunch boxes in the school cafeteria. Neither Tanvi nor Jeremiah got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Tanvi's lunch Jeremiah's lunch",,"Look at the table and images.
Tanvi wants broccoli. Jeremiah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_11435,images/train/train_11435.png,What can Desmond and Tanner trade to each get what they want?,"[""Tanner can trade his broccoli for Desmond's oranges."", ""Tanner can trade his almonds for Desmond's tomatoes."", ""Desmond can trade his tomatoes for Tanner's carrots."", ""Desmond can trade his tomatoes for Tanner's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Desmond and Tanner open their lunch boxes in the school cafeteria. Neither Desmond nor Tanner got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Desmond's lunch Tanner's lunch",,"Look at the table and images.
Desmond wants broccoli. Tanner wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10384,images/train/train_10384.png,What can Braden and Evelyn trade to each get what they want?,"[""Evelyn can trade her broccoli for Braden's oranges."", ""Braden can trade his tomatoes for Evelyn's carrots."", ""Evelyn can trade her almonds for Braden's tomatoes."", ""Braden can trade his tomatoes for Evelyn's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Braden and Evelyn open their lunch boxes in the school cafeteria. Neither Braden nor Evelyn got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Braden's lunch Evelyn's lunch",,"Look at the table and images.
Braden wants broccoli. Evelyn wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_05002,images/train/train_05002.png,What can Owen and William trade to each get what they want?,"[""Owen can trade his tomatoes for William's broccoli."", ""William can trade his broccoli for Owen's oranges."", ""Owen can trade his tomatoes for William's carrots."", ""William can trade his almonds for Owen's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Owen and William open their lunch boxes in the school cafeteria. Neither Owen nor William got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Owen's lunch William's lunch",,"Look at the table and images.
Owen wants broccoli. William wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_05937,images/train/train_05937.png,What can Kristen and Brendan trade to each get what they want?,"[""Kristen can trade her tomatoes for Brendan's carrots."", ""Kristen can trade her tomatoes for Brendan's broccoli."", ""Brendan can trade his almonds for Kristen's tomatoes."", ""Brendan can trade his broccoli for Kristen's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Kristen and Brendan open their lunch boxes in the school cafeteria. Neither Kristen nor Brendan got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Kristen's lunch Brendan's lunch",,"Look at the table and images.
Kristen wants broccoli. Brendan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_01206,images/train/train_01206.png,What can Lamar and Jennifer trade to each get what they want?,"[""Lamar can trade his tomatoes for Jennifer's broccoli."", ""Lamar can trade his tomatoes for Jennifer's carrots."", ""Jennifer can trade her broccoli for Lamar's oranges."", ""Jennifer can trade her almonds for Lamar's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Lamar and Jennifer open their lunch boxes in the school cafeteria. Neither Lamar nor Jennifer got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Lamar's lunch Jennifer's lunch",,"Look at the table and images.
Lamar wants broccoli. Jennifer wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_00450,images/train/train_00450.png,What can Austin and Victoria trade to each get what they want?,"[""Victoria can trade her almonds for Austin's tomatoes."", ""Austin can trade his tomatoes for Victoria's broccoli."", ""Austin can trade his tomatoes for Victoria's carrots."", ""Victoria can trade her broccoli for Austin's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Austin and Victoria open their lunch boxes in the school cafeteria. Neither Austin nor Victoria got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Austin's lunch Victoria's lunch",,"Look at the table and images.
Austin wants broccoli. Victoria wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_11236,images/train/train_11236.png,What can Natalie and Mitch trade to each get what they want?,"[""Mitch can trade his almonds for Natalie's tomatoes."", ""Mitch can trade his broccoli for Natalie's oranges."", ""Natalie can trade her tomatoes for Mitch's broccoli."", ""Natalie can trade her tomatoes for Mitch's carrots.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Natalie and Mitch open their lunch boxes in the school cafeteria. Neither Natalie nor Mitch got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Natalie's lunch Mitch's lunch",,"Look at the table and images.
Natalie wants broccoli. Mitch wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_08704,images/train/train_08704.png,What can Rita and Shannon trade to each get what they want?,"[""Rita can trade her tomatoes for Shannon's broccoli."", ""Shannon can trade her almonds for Rita's tomatoes."", ""Shannon can trade her broccoli for Rita's oranges."", ""Rita can trade her tomatoes for Shannon's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Rita and Shannon open their lunch boxes in the school cafeteria. Neither Rita nor Shannon got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Rita's lunch Shannon's lunch",,"Look at the table and images.
Rita wants broccoli. Shannon wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10317,images/train/train_10317.png,What can Chad and Warren trade to each get what they want?,"[""Chad can trade his tomatoes for Warren's broccoli."", ""Chad can trade his tomatoes for Warren's carrots."", ""Warren can trade his broccoli for Chad's oranges."", ""Warren can trade his almonds for Chad's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Chad and Warren open their lunch boxes in the school cafeteria. Neither Chad nor Warren got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Chad's lunch Warren's lunch",,"Look at the table and images.
Chad wants broccoli. Warren wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10751,images/train/train_10751.png,What can Daniel and Quincy trade to each get what they want?,"[""Quincy can trade his almonds for Daniel's tomatoes."", ""Quincy can trade his broccoli for Daniel's oranges."", ""Daniel can trade his tomatoes for Quincy's carrots."", ""Daniel can trade his tomatoes for Quincy's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Daniel and Quincy open their lunch boxes in the school cafeteria. Neither Daniel nor Quincy got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Daniel's lunch Quincy's lunch",,"Look at the table and images.
Daniel wants broccoli. Quincy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_08593,images/train/train_08593.png,What can Belle and Martha trade to each get what they want?,"[""Martha can trade her broccoli for Belle's oranges."", ""Belle can trade her tomatoes for Martha's broccoli."", ""Martha can trade her almonds for Belle's tomatoes."", ""Belle can trade her tomatoes for Martha's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Belle and Martha open their lunch boxes in the school cafeteria. Neither Belle nor Martha got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Belle's lunch Martha's lunch",,"Look at the table and images.
Belle wants broccoli. Martha wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_08283,images/train/train_08283.png,What can Felipe and Sanjay trade to each get what they want?,"[""Felipe can trade his tomatoes for Sanjay's broccoli."", ""Felipe can trade his tomatoes for Sanjay's carrots."", ""Sanjay can trade his almonds for Felipe's tomatoes."", ""Sanjay can trade his broccoli for Felipe's oranges.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Felipe and Sanjay open their lunch boxes in the school cafeteria. Neither Felipe nor Sanjay got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Felipe's lunch Sanjay's lunch",,"Look at the table and images.
Felipe wants broccoli. Sanjay wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_01906,images/train/train_01906.png,What can Grace and Ariana trade to each get what they want?,"[""Ariana can trade her almonds for Grace's tomatoes."", ""Grace can trade her tomatoes for Ariana's carrots."", ""Ariana can trade her broccoli for Grace's oranges."", ""Grace can trade her tomatoes for Ariana's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Grace and Ariana open their lunch boxes in the school cafeteria. Neither Grace nor Ariana got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Grace's lunch Ariana's lunch",,"Look at the table and images.
Grace wants broccoli. Ariana wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_08320,images/train/train_08320.png,What can Marshall and Nina trade to each get what they want?,"[""Marshall can trade his tomatoes for Nina's broccoli."", ""Nina can trade her almonds for Marshall's tomatoes."", ""Marshall can trade his tomatoes for Nina's carrots."", ""Nina can trade her broccoli for Marshall's oranges.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Marshall and Nina open their lunch boxes in the school cafeteria. Neither Marshall nor Nina got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Marshall's lunch Nina's lunch",,"Look at the table and images.
Marshall wants broccoli. Nina wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_07791,images/train/train_07791.png,What can Hazel and Xavier trade to each get what they want?,"[""Hazel can trade her tomatoes for Xavier's broccoli."", ""Hazel can trade her tomatoes for Xavier's carrots."", ""Xavier can trade his broccoli for Hazel's oranges."", ""Xavier can trade his almonds for Hazel's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Hazel and Xavier open their lunch boxes in the school cafeteria. Neither Hazel nor Xavier got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Hazel's lunch Xavier's lunch",,"Look at the table and images.
Hazel wants broccoli. Xavier wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_10807,images/train/train_10807.png,What can Grayson and Perry trade to each get what they want?,"[""Grayson can trade his tomatoes for Perry's carrots."", ""Perry can trade his almonds for Grayson's tomatoes."", ""Perry can trade his broccoli for Grayson's oranges."", ""Grayson can trade his tomatoes for Perry's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Grayson and Perry open their lunch boxes in the school cafeteria. Neither Grayson nor Perry got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Grayson's lunch Perry's lunch",,"Look at the table and images.
Grayson wants broccoli. Perry wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_11163,images/train/train_11163.png,What can Ronald and Tammy trade to each get what they want?,"[""Tammy can trade her broccoli for Ronald's oranges."", ""Tammy can trade her almonds for Ronald's tomatoes."", ""Ronald can trade his tomatoes for Tammy's carrots."", ""Ronald can trade his tomatoes for Tammy's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ronald and Tammy open their lunch boxes in the school cafeteria. Neither Ronald nor Tammy got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Ronald's lunch Tammy's lunch",,"Look at the table and images.
Ronald wants broccoli. Tammy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_06817,images/train/train_06817.png,What can Gina and Jeremiah trade to each get what they want?,"[""Gina can trade her tomatoes for Jeremiah's broccoli."", ""Gina can trade her tomatoes for Jeremiah's carrots."", ""Jeremiah can trade his almonds for Gina's tomatoes."", ""Jeremiah can trade his broccoli for Gina's oranges.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Gina and Jeremiah open their lunch boxes in the school cafeteria. Neither Gina nor Jeremiah got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Gina's lunch Jeremiah's lunch",,"Look at the table and images.
Gina wants broccoli. Jeremiah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_04997,images/train/train_04997.png,What can Reba and Johnny trade to each get what they want?,"[""Reba can trade her tomatoes for Johnny's carrots."", ""Johnny can trade his broccoli for Reba's oranges."", ""Johnny can trade his almonds for Reba's tomatoes."", ""Reba can trade her tomatoes for Johnny's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Reba and Johnny open their lunch boxes in the school cafeteria. Neither Reba nor Johnny got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Reba's lunch Johnny's lunch",,"Look at the table and images.
Reba wants broccoli. Johnny wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_10209,images/train/train_10209.png,What can Russell and Albert trade to each get what they want?,"[""Albert can trade his broccoli for Russell's oranges."", ""Russell can trade his tomatoes for Albert's broccoli."", ""Albert can trade his almonds for Russell's tomatoes."", ""Russell can trade his tomatoes for Albert's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Russell and Albert open their lunch boxes in the school cafeteria. Neither Russell nor Albert got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Russell's lunch Albert's lunch",,"Look at the table and images.
Russell wants broccoli. Albert wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_08237,images/train/train_08237.png,What can Adriana and Jared trade to each get what they want?,"[""Jared can trade his broccoli for Adriana's oranges."", ""Adriana can trade her tomatoes for Jared's broccoli."", ""Jared can trade his almonds for Adriana's tomatoes."", ""Adriana can trade her tomatoes for Jared's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Adriana and Jared open their lunch boxes in the school cafeteria. Neither Adriana nor Jared got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Adriana's lunch Jared's lunch",,"Look at the table and images.
Adriana wants broccoli. Jared wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_01571,images/train/train_01571.png,What can Shelley and Katy trade to each get what they want?,"[""Katy can trade her almonds for Shelley's tomatoes."", ""Katy can trade her broccoli for Shelley's oranges."", ""Shelley can trade her tomatoes for Katy's broccoli."", ""Shelley can trade her tomatoes for Katy's carrots.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Shelley and Katy open their lunch boxes in the school cafeteria. Neither Shelley nor Katy got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Shelley's lunch Katy's lunch",,"Look at the table and images.
Shelley wants broccoli. Katy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_10436,images/train/train_10436.png,What can Gabrielle and Patty trade to each get what they want?,"[""Gabrielle can trade her tomatoes for Patty's carrots."", ""Patty can trade her almonds for Gabrielle's tomatoes."", ""Gabrielle can trade her tomatoes for Patty's broccoli."", ""Patty can trade her broccoli for Gabrielle's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Gabrielle and Patty open their lunch boxes in the school cafeteria. Neither Gabrielle nor Patty got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Gabrielle's lunch Patty's lunch",,"Look at the table and images.
Gabrielle wants broccoli. Patty wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_04631,images/train/train_04631.png,What can Jackson and Tina trade to each get what they want?,"[""Jackson can trade his tomatoes for Tina's broccoli."", ""Tina can trade her almonds for Jackson's tomatoes."", ""Tina can trade her broccoli for Jackson's oranges."", ""Jackson can trade his tomatoes for Tina's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jackson and Tina open their lunch boxes in the school cafeteria. Neither Jackson nor Tina got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Jackson's lunch Tina's lunch",,"Look at the table and images.
Jackson wants broccoli. Tina wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_00445,images/train/train_00445.png,What can Sharon and Ernesto trade to each get what they want?,"[""Ernesto can trade his almonds for Sharon's tomatoes."", ""Sharon can trade her tomatoes for Ernesto's broccoli."", ""Ernesto can trade his broccoli for Sharon's oranges."", ""Sharon can trade her tomatoes for Ernesto's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Sharon and Ernesto open their lunch boxes in the school cafeteria. Neither Sharon nor Ernesto got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Sharon's lunch Ernesto's lunch",,"Look at the table and images.
Sharon wants broccoli. Ernesto wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_08280,images/train/train_08280.png,What can Wesley and Kylie trade to each get what they want?,"[""Kylie can trade her broccoli for Wesley's oranges."", ""Wesley can trade his tomatoes for Kylie's broccoli."", ""Kylie can trade her almonds for Wesley's tomatoes."", ""Wesley can trade his tomatoes for Kylie's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Wesley and Kylie open their lunch boxes in the school cafeteria. Neither Wesley nor Kylie got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Wesley's lunch Kylie's lunch",,"Look at the table and images.
Wesley wants broccoli. Kylie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10514,images/train/train_10514.png,What can Samuel and Edwin trade to each get what they want?,"[""Samuel can trade his tomatoes for Edwin's broccoli."", ""Samuel can trade his tomatoes for Edwin's carrots."", ""Edwin can trade his broccoli for Samuel's oranges."", ""Edwin can trade his almonds for Samuel's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Samuel and Edwin open their lunch boxes in the school cafeteria. Neither Samuel nor Edwin got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Samuel's lunch Edwin's lunch",,"Look at the table and images.
Samuel wants broccoli. Edwin wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_03113,images/train/train_03113.png,What can Clara and Gabriel trade to each get what they want?,"[""Gabriel can trade his broccoli for Clara's oranges."", ""Clara can trade her tomatoes for Gabriel's carrots."", ""Clara can trade her tomatoes for Gabriel's broccoli."", ""Gabriel can trade his almonds for Clara's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Clara and Gabriel open their lunch boxes in the school cafeteria. Neither Clara nor Gabriel got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Clara's lunch Gabriel's lunch",,"Look at the table and images.
Clara wants broccoli. Gabriel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_02008,images/train/train_02008.png,What can Amanda and Leroy trade to each get what they want?,"[""Leroy can trade his broccoli for Amanda's oranges."", ""Amanda can trade her tomatoes for Leroy's broccoli."", ""Leroy can trade his almonds for Amanda's tomatoes."", ""Amanda can trade her tomatoes for Leroy's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Amanda and Leroy open their lunch boxes in the school cafeteria. Neither Amanda nor Leroy got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Amanda's lunch Leroy's lunch",,"Look at the table and images.
Amanda wants broccoli. Leroy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_02346,images/train/train_02346.png,What can Logan and Vicky trade to each get what they want?,"[""Vicky can trade her broccoli for Logan's oranges."", ""Logan can trade his tomatoes for Vicky's broccoli."", ""Vicky can trade her almonds for Logan's tomatoes."", ""Logan can trade his tomatoes for Vicky's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Logan and Vicky open their lunch boxes in the school cafeteria. Neither Logan nor Vicky got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Logan's lunch Vicky's lunch",,"Look at the table and images.
Logan wants broccoli. Vicky wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_11560,images/train/train_11560.png,What can Kamal and Jake trade to each get what they want?,"[""Jake can trade his broccoli for Kamal's oranges."", ""Kamal can trade his tomatoes for Jake's broccoli."", ""Kamal can trade his tomatoes for Jake's carrots."", ""Jake can trade his almonds for Kamal's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Kamal and Jake open their lunch boxes in the school cafeteria. Neither Kamal nor Jake got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Kamal's lunch Jake's lunch",,"Look at the table and images.
Kamal wants broccoli. Jake wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_09301,images/train/train_09301.png,What can Ashley and Myra trade to each get what they want?,"[""Myra can trade her broccoli for Ashley's oranges."", ""Ashley can trade her tomatoes for Myra's broccoli."", ""Myra can trade her almonds for Ashley's tomatoes."", ""Ashley can trade her tomatoes for Myra's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ashley and Myra open their lunch boxes in the school cafeteria. Neither Ashley nor Myra got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Ashley's lunch Myra's lunch",,"Look at the table and images.
Ashley wants broccoli. Myra wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_01649,images/train/train_01649.png,What can Bryan and Noah trade to each get what they want?,"[""Bryan can trade his tomatoes for Noah's carrots."", ""Noah can trade his almonds for Bryan's tomatoes."", ""Bryan can trade his tomatoes for Noah's broccoli."", ""Noah can trade his broccoli for Bryan's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Bryan and Noah open their lunch boxes in the school cafeteria. Neither Bryan nor Noah got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Bryan's lunch Noah's lunch",,"Look at the table and images.
Bryan wants broccoli. Noah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_08615,images/train/train_08615.png,What can Herman and Clara trade to each get what they want?,"[""Herman can trade his tomatoes for Clara's broccoli."", ""Clara can trade her broccoli for Herman's oranges."", ""Herman can trade his tomatoes for Clara's carrots."", ""Clara can trade her almonds for Herman's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Herman and Clara open their lunch boxes in the school cafeteria. Neither Herman nor Clara got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Herman's lunch Clara's lunch",,"Look at the table and images.
Herman wants broccoli. Clara wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_09750,images/train/train_09750.png,What can Pablo and Judith trade to each get what they want?,"[""Pablo can trade his tomatoes for Judith's broccoli."", ""Pablo can trade his tomatoes for Judith's carrots."", ""Judith can trade her almonds for Pablo's tomatoes."", ""Judith can trade her broccoli for Pablo's oranges.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Pablo and Judith open their lunch boxes in the school cafeteria. Neither Pablo nor Judith got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Pablo's lunch Judith's lunch",,"Look at the table and images.
Pablo wants broccoli. Judith wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_09866,images/train/train_09866.png,What can Lacey and Akira trade to each get what they want?,"[""Akira can trade her almonds for Lacey's tomatoes."", ""Lacey can trade her tomatoes for Akira's carrots."", ""Lacey can trade her tomatoes for Akira's broccoli."", ""Akira can trade her broccoli for Lacey's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Lacey and Akira open their lunch boxes in the school cafeteria. Neither Lacey nor Akira got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Lacey's lunch Akira's lunch",,"Look at the table and images.
Lacey wants broccoli. Akira wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_01699,images/train/train_01699.png,What can Colin and Hanson trade to each get what they want?,"[""Hanson can trade his almonds for Colin's tomatoes."", ""Colin can trade his tomatoes for Hanson's carrots."", ""Colin can trade his tomatoes for Hanson's broccoli."", ""Hanson can trade his broccoli for Colin's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Colin and Hanson open their lunch boxes in the school cafeteria. Neither Colin nor Hanson got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Colin's lunch Hanson's lunch",,"Look at the table and images.
Colin wants broccoli. Hanson wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_04290,images/train/train_04290.png,What can Wyatt and Gabe trade to each get what they want?,"[""Gabe can trade his almonds for Wyatt's tomatoes."", ""Wyatt can trade his tomatoes for Gabe's broccoli."", ""Gabe can trade his broccoli for Wyatt's oranges."", ""Wyatt can trade his tomatoes for Gabe's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Wyatt and Gabe open their lunch boxes in the school cafeteria. Neither Wyatt nor Gabe got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Wyatt's lunch Gabe's lunch",,"Look at the table and images.
Wyatt wants broccoli. Gabe wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_03062,images/train/train_03062.png,What can Quincy and Kylie trade to each get what they want?,"[""Quincy can trade his tomatoes for Kylie's carrots."", ""Kylie can trade her almonds for Quincy's tomatoes."", ""Quincy can trade his tomatoes for Kylie's broccoli."", ""Kylie can trade her broccoli for Quincy's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Quincy and Kylie open their lunch boxes in the school cafeteria. Neither Quincy nor Kylie got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Quincy's lunch Kylie's lunch",,"Look at the table and images.
Quincy wants broccoli. Kylie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_08985,images/train/train_08985.png,What can Ernest and Zane trade to each get what they want?,"[""Zane can trade his broccoli for Ernest's oranges."", ""Ernest can trade his tomatoes for Zane's broccoli."", ""Zane can trade his almonds for Ernest's tomatoes."", ""Ernest can trade his tomatoes for Zane's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ernest and Zane open their lunch boxes in the school cafeteria. Neither Ernest nor Zane got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Ernest's lunch Zane's lunch",,"Look at the table and images.
Ernest wants broccoli. Zane wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_09935,images/train/train_09935.png,What can Leon and Martha trade to each get what they want?,"[""Leon can trade his tomatoes for Martha's carrots."", ""Leon can trade his tomatoes for Martha's broccoli."", ""Martha can trade her broccoli for Leon's oranges."", ""Martha can trade her almonds for Leon's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Leon and Martha open their lunch boxes in the school cafeteria. Neither Leon nor Martha got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Leon's lunch Martha's lunch",,"Look at the table and images.
Leon wants broccoli. Martha wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_10018,images/train/train_10018.png,What can Jonathan and Paula trade to each get what they want?,"[""Paula can trade her almonds for Jonathan's tomatoes."", ""Jonathan can trade his tomatoes for Paula's broccoli."", ""Jonathan can trade his tomatoes for Paula's carrots."", ""Paula can trade her broccoli for Jonathan's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jonathan and Paula open their lunch boxes in the school cafeteria. Neither Jonathan nor Paula got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Jonathan's lunch Paula's lunch",,"Look at the table and images.
Jonathan wants broccoli. Paula wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_04398,images/train/train_04398.png,What can Chloe and Justin trade to each get what they want?,"[""Justin can trade his broccoli for Chloe's oranges."", ""Chloe can trade her tomatoes for Justin's carrots."", ""Chloe can trade her tomatoes for Justin's broccoli."", ""Justin can trade his almonds for Chloe's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Chloe and Justin open their lunch boxes in the school cafeteria. Neither Chloe nor Justin got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Chloe's lunch Justin's lunch",,"Look at the table and images.
Chloe wants broccoli. Justin wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_05315,images/train/train_05315.png,What can Seth and Mary trade to each get what they want?,"[""Seth can trade his tomatoes for Mary's carrots."", ""Seth can trade his tomatoes for Mary's broccoli."", ""Mary can trade her broccoli for Seth's oranges."", ""Mary can trade her almonds for Seth's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Seth and Mary open their lunch boxes in the school cafeteria. Neither Seth nor Mary got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Seth's lunch Mary's lunch",,"Look at the table and images.
Seth wants broccoli. Mary wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_11415,images/train/train_11415.png,What can Lara and Brendan trade to each get what they want?,"[""Lara can trade her tomatoes for Brendan's broccoli."", ""Brendan can trade his almonds for Lara's tomatoes."", ""Brendan can trade his broccoli for Lara's oranges."", ""Lara can trade her tomatoes for Brendan's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Lara and Brendan open their lunch boxes in the school cafeteria. Neither Lara nor Brendan got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Lara's lunch Brendan's lunch",,"Look at the table and images.
Lara wants broccoli. Brendan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_07568,images/train/train_07568.png,What can Ken and Candice trade to each get what they want?,"[""Candice can trade her broccoli for Ken's oranges."", ""Candice can trade her almonds for Ken's tomatoes."", ""Ken can trade his tomatoes for Candice's carrots."", ""Ken can trade his tomatoes for Candice's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ken and Candice open their lunch boxes in the school cafeteria. Neither Ken nor Candice got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Ken's lunch Candice's lunch",,"Look at the table and images.
Ken wants broccoli. Candice wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_06580,images/train/train_06580.png,What can Nora and Jenna trade to each get what they want?,"[""Nora can trade her tomatoes for Jenna's broccoli."", ""Nora can trade her tomatoes for Jenna's carrots."", ""Jenna can trade her broccoli for Nora's oranges."", ""Jenna can trade her almonds for Nora's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Nora and Jenna open their lunch boxes in the school cafeteria. Neither Nora nor Jenna got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Nora's lunch Jenna's lunch",,"Look at the table and images.
Nora wants broccoli. Jenna wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_01987,images/train/train_01987.png,What can Malik and Annie trade to each get what they want?,"[""Malik can trade his tomatoes for Annie's broccoli."", ""Annie can trade her broccoli for Malik's oranges."", ""Annie can trade her almonds for Malik's tomatoes."", ""Malik can trade his tomatoes for Annie's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Malik and Annie open their lunch boxes in the school cafeteria. Neither Malik nor Annie got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Malik's lunch Annie's lunch",,"Look at the table and images.
Malik wants broccoli. Annie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_11676,images/train/train_11676.png,What can Alvin and Mason trade to each get what they want?,"[""Mason can trade his almonds for Alvin's tomatoes."", ""Alvin can trade his tomatoes for Mason's carrots."", ""Mason can trade his broccoli for Alvin's oranges."", ""Alvin can trade his tomatoes for Mason's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Alvin and Mason open their lunch boxes in the school cafeteria. Neither Alvin nor Mason got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Alvin's lunch Mason's lunch",,"Look at the table and images.
Alvin wants broccoli. Mason wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_05738,images/train/train_05738.png,What can Troy and Johnny trade to each get what they want?,"[""Troy can trade his tomatoes for Johnny's broccoli."", ""Johnny can trade his almonds for Troy's tomatoes."", ""Johnny can trade his broccoli for Troy's oranges."", ""Troy can trade his tomatoes for Johnny's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Troy and Johnny open their lunch boxes in the school cafeteria. Neither Troy nor Johnny got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Troy's lunch Johnny's lunch",,"Look at the table and images.
Troy wants broccoli. Johnny wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_12587,images/train/train_12587.png,What can Brennan and Ed trade to each get what they want?,"[""Brennan can trade his tomatoes for Ed's broccoli."", ""Brennan can trade his tomatoes for Ed's carrots."", ""Ed can trade his broccoli for Brennan's oranges."", ""Ed can trade his almonds for Brennan's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Brennan and Ed open their lunch boxes in the school cafeteria. Neither Brennan nor Ed got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Brennan's lunch Ed's lunch",,"Look at the table and images.
Brennan wants broccoli. Ed wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_11558,images/train/train_11558.png,What can Lacey and Felix trade to each get what they want?,"[""Felix can trade his almonds for Lacey's tomatoes."", ""Felix can trade his broccoli for Lacey's oranges."", ""Lacey can trade her tomatoes for Felix's carrots."", ""Lacey can trade her tomatoes for Felix's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Lacey and Felix open their lunch boxes in the school cafeteria. Neither Lacey nor Felix got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Lacey's lunch Felix's lunch",,"Look at the table and images.
Lacey wants broccoli. Felix wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_09373,images/train/train_09373.png,What can Caleb and Aiden trade to each get what they want?,"[""Aiden can trade his broccoli for Caleb's oranges."", ""Caleb can trade his tomatoes for Aiden's broccoli."", ""Caleb can trade his tomatoes for Aiden's carrots."", ""Aiden can trade his almonds for Caleb's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Caleb and Aiden open their lunch boxes in the school cafeteria. Neither Caleb nor Aiden got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Caleb's lunch Aiden's lunch",,"Look at the table and images.
Caleb wants broccoli. Aiden wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_05174,images/train/train_05174.png,What can Sean and Jason trade to each get what they want?,"[""Jason can trade his broccoli for Sean's oranges."", ""Sean can trade his tomatoes for Jason's broccoli."", ""Sean can trade his tomatoes for Jason's carrots."", ""Jason can trade his almonds for Sean's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Sean and Jason open their lunch boxes in the school cafeteria. Neither Sean nor Jason got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Sean's lunch Jason's lunch",,"Look at the table and images.
Sean wants broccoli. Jason wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_11670,images/train/train_11670.png,What can Turner and Dylan trade to each get what they want?,"[""Dylan can trade his almonds for Turner's tomatoes."", ""Turner can trade his tomatoes for Dylan's carrots."", ""Turner can trade his tomatoes for Dylan's broccoli."", ""Dylan can trade his broccoli for Turner's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Turner and Dylan open their lunch boxes in the school cafeteria. Neither Turner nor Dylan got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Turner's lunch Dylan's lunch",,"Look at the table and images.
Turner wants broccoli. Dylan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_09338,images/train/train_09338.png,What can Sean and Logan trade to each get what they want?,"[""Logan can trade his almonds for Sean's tomatoes."", ""Sean can trade his tomatoes for Logan's broccoli."", ""Logan can trade his broccoli for Sean's oranges."", ""Sean can trade his tomatoes for Logan's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Sean and Logan open their lunch boxes in the school cafeteria. Neither Sean nor Logan got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Sean's lunch Logan's lunch",,"Look at the table and images.
Sean wants broccoli. Logan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_03168,images/train/train_03168.png,What can Ethan and Grace trade to each get what they want?,"[""Grace can trade her broccoli for Ethan's oranges."", ""Ethan can trade his tomatoes for Grace's carrots."", ""Ethan can trade his tomatoes for Grace's broccoli."", ""Grace can trade her almonds for Ethan's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ethan and Grace open their lunch boxes in the school cafeteria. Neither Ethan nor Grace got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Ethan's lunch Grace's lunch",,"Look at the table and images.
Ethan wants broccoli. Grace wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_01210,images/train/train_01210.png,What can Jaden and Nicole trade to each get what they want?,"[""Jaden can trade his tomatoes for Nicole's carrots."", ""Jaden can trade his tomatoes for Nicole's broccoli."", ""Nicole can trade her broccoli for Jaden's oranges."", ""Nicole can trade her almonds for Jaden's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jaden and Nicole open their lunch boxes in the school cafeteria. Neither Jaden nor Nicole got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Jaden's lunch Nicole's lunch",,"Look at the table and images.
Jaden wants broccoli. Nicole wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_00229,images/train/train_00229.png,What can Percy and Cole trade to each get what they want?,"[""Percy can trade his tomatoes for Cole's broccoli."", ""Cole can trade his broccoli for Percy's oranges."", ""Cole can trade his almonds for Percy's tomatoes."", ""Percy can trade his tomatoes for Cole's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Percy and Cole open their lunch boxes in the school cafeteria. Neither Percy nor Cole got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Percy's lunch Cole's lunch",,"Look at the table and images.
Percy wants broccoli. Cole wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_11996,images/train/train_11996.png,What can Garrett and Trent trade to each get what they want?,"[""Garrett can trade his tomatoes for Trent's broccoli."", ""Garrett can trade his tomatoes for Trent's carrots."", ""Trent can trade his broccoli for Garrett's oranges."", ""Trent can trade his almonds for Garrett's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Garrett and Trent open their lunch boxes in the school cafeteria. Neither Garrett nor Trent got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Garrett's lunch Trent's lunch",,"Look at the table and images.
Garrett wants broccoli. Trent wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_01004,images/train/train_01004.png,What can Carrie and Matt trade to each get what they want?,"[""Carrie can trade her tomatoes for Matt's broccoli."", ""Matt can trade his almonds for Carrie's tomatoes."", ""Carrie can trade her tomatoes for Matt's carrots."", ""Matt can trade his broccoli for Carrie's oranges.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Carrie and Matt open their lunch boxes in the school cafeteria. Neither Carrie nor Matt got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Carrie's lunch Matt's lunch",,"Look at the table and images.
Carrie wants broccoli. Matt wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10855,images/train/train_10855.png,What can Jon and Dakota trade to each get what they want?,"[""Jon can trade his tomatoes for Dakota's carrots."", ""Dakota can trade her broccoli for Jon's oranges."", ""Jon can trade his tomatoes for Dakota's broccoli."", ""Dakota can trade her almonds for Jon's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jon and Dakota open their lunch boxes in the school cafeteria. Neither Jon nor Dakota got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Jon's lunch Dakota's lunch",,"Look at the table and images.
Jon wants broccoli. Dakota wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_02742,images/train/train_02742.png,What can Lacey and Rose trade to each get what they want?,"[""Rose can trade her broccoli for Lacey's oranges."", ""Lacey can trade her tomatoes for Rose's carrots."", ""Lacey can trade her tomatoes for Rose's broccoli."", ""Rose can trade her almonds for Lacey's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Lacey and Rose open their lunch boxes in the school cafeteria. Neither Lacey nor Rose got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Lacey's lunch Rose's lunch",,"Look at the table and images.
Lacey wants broccoli. Rose wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_00253,images/train/train_00253.png,What can Kayla and Janet trade to each get what they want?,"[""Kayla can trade her tomatoes for Janet's carrots."", ""Kayla can trade her tomatoes for Janet's broccoli."", ""Janet can trade her broccoli for Kayla's oranges."", ""Janet can trade her almonds for Kayla's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Kayla and Janet open their lunch boxes in the school cafeteria. Neither Kayla nor Janet got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Kayla's lunch Janet's lunch",,"Look at the table and images.
Kayla wants broccoli. Janet wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_06316,images/train/train_06316.png,What can Haley and Irma trade to each get what they want?,"[""Haley can trade her tomatoes for Irma's broccoli."", ""Irma can trade her broccoli for Haley's oranges."", ""Irma can trade her almonds for Haley's tomatoes."", ""Haley can trade her tomatoes for Irma's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Haley and Irma open their lunch boxes in the school cafeteria. Neither Haley nor Irma got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Haley's lunch Irma's lunch",,"Look at the table and images.
Haley wants broccoli. Irma wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_07869,images/train/train_07869.png,What can Elise and Terrell trade to each get what they want?,"[""Elise can trade her tomatoes for Terrell's carrots."", ""Terrell can trade his broccoli for Elise's oranges."", ""Elise can trade her tomatoes for Terrell's broccoli."", ""Terrell can trade his almonds for Elise's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Elise and Terrell open their lunch boxes in the school cafeteria. Neither Elise nor Terrell got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Elise's lunch Terrell's lunch",,"Look at the table and images.
Elise wants broccoli. Terrell wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10420,images/train/train_10420.png,What can Marcy and Jayla trade to each get what they want?,"[""Jayla can trade her broccoli for Marcy's oranges."", ""Jayla can trade her almonds for Marcy's tomatoes."", ""Marcy can trade her tomatoes for Jayla's broccoli."", ""Marcy can trade her tomatoes for Jayla's carrots.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Marcy and Jayla open their lunch boxes in the school cafeteria. Neither Marcy nor Jayla got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Marcy's lunch Jayla's lunch",,"Look at the table and images.
Marcy wants broccoli. Jayla wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_01284,images/train/train_01284.png,Select the chemical formula for this molecule.,"[""CH4"", ""CH"", ""ClH4"", ""H""]",4,0,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.","C is the symbol for carbon. H is the symbol for hydrogen. This ball-and-stick model shows a molecule with one carbon atom and four hydrogen atoms.
The chemical formula will contain the symbols C and H. There is one carbon atom, so C will not have a subscript. There are four hydrogen atoms, so H will have a subscript of 4.
The correct formula is CH4.
The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
train_10822,images/train/train_10822.png,What can Sandra and Zoe trade to each get what they want?,"[""Zoe can trade her almonds for Sandra's tomatoes."", ""Sandra can trade her tomatoes for Zoe's broccoli."", ""Sandra can trade her tomatoes for Zoe's carrots."", ""Zoe can trade her broccoli for Sandra's oranges.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Sandra and Zoe open their lunch boxes in the school cafeteria. Neither Sandra nor Zoe got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Sandra's lunch Zoe's lunch",,"Look at the table and images.
Sandra wants broccoli. Zoe wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10812,images/train/train_10812.png,What can Mia and Edward trade to each get what they want?,"[""Mia can trade her tomatoes for Edward's broccoli."", ""Edward can trade his broccoli for Mia's oranges."", ""Mia can trade her tomatoes for Edward's carrots."", ""Edward can trade his almonds for Mia's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Mia and Edward open their lunch boxes in the school cafeteria. Neither Mia nor Edward got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Mia's lunch Edward's lunch",,"Look at the table and images.
Mia wants broccoli. Edward wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_05196,images/train/train_05196.png,What can Sarah and Carla trade to each get what they want?,"[""Sarah can trade her tomatoes for Carla's carrots."", ""Carla can trade her broccoli for Sarah's oranges."", ""Sarah can trade her tomatoes for Carla's broccoli."", ""Carla can trade her almonds for Sarah's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Sarah and Carla open their lunch boxes in the school cafeteria. Neither Sarah nor Carla got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Sarah's lunch Carla's lunch",,"Look at the table and images.
Sarah wants broccoli. Carla wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_12427,images/train/train_12427.png,What can Patty and Tisha trade to each get what they want?,"[""Tisha can trade her broccoli for Patty's oranges."", ""Patty can trade her tomatoes for Tisha's broccoli."", ""Tisha can trade her almonds for Patty's tomatoes."", ""Patty can trade her tomatoes for Tisha's carrots.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Patty and Tisha open their lunch boxes in the school cafeteria. Neither Patty nor Tisha got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Patty's lunch Tisha's lunch",,"Look at the table and images.
Patty wants broccoli. Tisha wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_00271,images/train/train_00271.png,What can Abdul and Elise trade to each get what they want?,"[""Abdul can trade his tomatoes for Elise's carrots."", ""Elise can trade her broccoli for Abdul's oranges."", ""Elise can trade her almonds for Abdul's tomatoes."", ""Abdul can trade his tomatoes for Elise's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Abdul and Elise open their lunch boxes in the school cafeteria. Neither Abdul nor Elise got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Abdul's lunch Elise's lunch",,"Look at the table and images.
Abdul wants broccoli. Elise wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10745,images/train/train_10745.png,What can Kevin and Emily trade to each get what they want?,"[""Kevin can trade his tomatoes for Emily's carrots."", ""Kevin can trade his tomatoes for Emily's broccoli."", ""Emily can trade her broccoli for Kevin's oranges."", ""Emily can trade her almonds for Kevin's tomatoes.""]",4,1,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Kevin and Emily open their lunch boxes in the school cafeteria. Neither Kevin nor Emily got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Kevin's lunch Emily's lunch",,"Look at the table and images.
Kevin wants broccoli. Emily wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_12295,images/train/train_12295.png,What can Layla and Emmy trade to each get what they want?,"[""Layla can trade her tomatoes for Emmy's broccoli."", ""Emmy can trade her broccoli for Layla's oranges."", ""Layla can trade her tomatoes for Emmy's carrots."", ""Emmy can trade her almonds for Layla's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Layla and Emmy open their lunch boxes in the school cafeteria. Neither Layla nor Emmy got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Layla's lunch Emmy's lunch",,"Look at the table and images.
Layla wants broccoli. Emmy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_05349,images/train/train_05349.png,What can Larry and Emily trade to each get what they want?,"[""Larry can trade his tomatoes for Emily's broccoli."", ""Emily can trade her almonds for Larry's tomatoes."", ""Larry can trade his tomatoes for Emily's carrots."", ""Emily can trade her broccoli for Larry's oranges.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Larry and Emily open their lunch boxes in the school cafeteria. Neither Larry nor Emily got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Larry's lunch Emily's lunch",,"Look at the table and images.
Larry wants broccoli. Emily wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_07901,images/train/train_07901.png,What can Nick and Gwen trade to each get what they want?,"[""Nick can trade his tomatoes for Gwen's broccoli."", ""Nick can trade his tomatoes for Gwen's carrots."", ""Gwen can trade her broccoli for Nick's oranges."", ""Gwen can trade her almonds for Nick's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Nick and Gwen open their lunch boxes in the school cafeteria. Neither Nick nor Gwen got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Nick's lunch Gwen's lunch",,"Look at the table and images.
Nick wants broccoli. Gwen wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10882,images/train/train_10882.png,What can Erin and Vivian trade to each get what they want?,"[""Erin can trade her tomatoes for Vivian's broccoli."", ""Vivian can trade her almonds for Erin's tomatoes."", ""Erin can trade her tomatoes for Vivian's carrots."", ""Vivian can trade her broccoli for Erin's oranges.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Erin and Vivian open their lunch boxes in the school cafeteria. Neither Erin nor Vivian got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Erin's lunch Vivian's lunch",,"Look at the table and images.
Erin wants broccoli. Vivian wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_07400,images/train/train_07400.png,What can Erin and Harper trade to each get what they want?,"[""Erin can trade her tomatoes for Harper's carrots."", ""Harper can trade her almonds for Erin's tomatoes."", ""Erin can trade her tomatoes for Harper's broccoli."", ""Harper can trade her broccoli for Erin's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Erin and Harper open their lunch boxes in the school cafeteria. Neither Erin nor Harper got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Erin's lunch Harper's lunch",,"Look at the table and images.
Erin wants broccoli. Harper wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_10197,images/train/train_10197.png,What can Mary and Lisa trade to each get what they want?,"[""Mary can trade her tomatoes for Lisa's carrots."", ""Lisa can trade her almonds for Mary's tomatoes."", ""Mary can trade her tomatoes for Lisa's broccoli."", ""Lisa can trade her broccoli for Mary's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Mary and Lisa open their lunch boxes in the school cafeteria. Neither Mary nor Lisa got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Mary's lunch Lisa's lunch",,"Look at the table and images.
Mary wants broccoli. Lisa wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_05693,images/train/train_05693.png,What can Peter and Bill trade to each get what they want?,"[""Peter can trade his tomatoes for Bill's broccoli."", ""Peter can trade his tomatoes for Bill's carrots."", ""Bill can trade his broccoli for Peter's oranges."", ""Bill can trade his almonds for Peter's tomatoes.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Peter and Bill open their lunch boxes in the school cafeteria. Neither Peter nor Bill got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Peter's lunch Bill's lunch",,"Look at the table and images.
Peter wants broccoli. Bill wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_03974,images/train/train_03974.png,What can Josie and Eve trade to each get what they want?,"[""Eve can trade her broccoli for Josie's oranges."", ""Josie can trade her tomatoes for Eve's carrots."", ""Josie can trade her tomatoes for Eve's broccoli."", ""Eve can trade her almonds for Josie's tomatoes.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Josie and Eve open their lunch boxes in the school cafeteria. Neither Josie nor Eve got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Josie's lunch Eve's lunch",,"Look at the table and images.
Josie wants broccoli. Eve wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_12153,images/train/train_12153.png,What can Cora and Leon trade to each get what they want?,"[""Leon can trade his almonds for Cora's tomatoes."", ""Leon can trade his broccoli for Cora's oranges."", ""Cora can trade her tomatoes for Leon's carrots."", ""Cora can trade her tomatoes for Leon's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Cora and Leon open their lunch boxes in the school cafeteria. Neither Cora nor Leon got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Cora's lunch Leon's lunch",,"Look at the table and images.
Cora wants broccoli. Leon wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_12480,images/train/train_12480.png,What can Lexi and Cindy trade to each get what they want?,"[""Lexi can trade her tomatoes for Cindy's broccoli."", ""Cindy can trade her almonds for Lexi's tomatoes."", ""Cindy can trade her broccoli for Lexi's oranges."", ""Lexi can trade her tomatoes for Cindy's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Lexi and Cindy open their lunch boxes in the school cafeteria. Neither Lexi nor Cindy got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Lexi's lunch Cindy's lunch",,"Look at the table and images.
Lexi wants broccoli. Cindy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_09713,images/train/train_09713.png,What can Ryan and Eric trade to each get what they want?,"[""Eric can trade his almonds for Ryan's tomatoes."", ""Ryan can trade his tomatoes for Eric's carrots."", ""Eric can trade his broccoli for Ryan's oranges."", ""Ryan can trade his tomatoes for Eric's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ryan and Eric open their lunch boxes in the school cafeteria. Neither Ryan nor Eric got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Ryan's lunch Eric's lunch",,"Look at the table and images.
Ryan wants broccoli. Eric wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_10760,images/train/train_10760.png,What can Paula and Emir trade to each get what they want?,"[""Emir can trade his broccoli for Paula's oranges."", ""Emir can trade his almonds for Paula's tomatoes."", ""Paula can trade her tomatoes for Emir's carrots."", ""Paula can trade her tomatoes for Emir's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Paula and Emir open their lunch boxes in the school cafeteria. Neither Paula nor Emir got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Paula's lunch Emir's lunch",,"Look at the table and images.
Paula wants broccoli. Emir wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_03537,images/train/train_03537.png,What can Lara and Elena trade to each get what they want?,"[""Elena can trade her almonds for Lara's tomatoes."", ""Lara can trade her tomatoes for Elena's carrots."", ""Lara can trade her tomatoes for Elena's broccoli."", ""Elena can trade her broccoli for Lara's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Lara and Elena open their lunch boxes in the school cafeteria. Neither Lara nor Elena got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Lara's lunch Elena's lunch",,"Look at the table and images.
Lara wants broccoli. Elena wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_06191,images/train/train_06191.png,What can Jen and Nate trade to each get what they want?,"[""Nate can trade his almonds for Jen's tomatoes."", ""Jen can trade her tomatoes for Nate's carrots."", ""Jen can trade her tomatoes for Nate's broccoli."", ""Nate can trade his broccoli for Jen's oranges.""]",4,2,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jen and Nate open their lunch boxes in the school cafeteria. Neither Jen nor Nate got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Jen's lunch Nate's lunch",,"Look at the table and images.
Jen wants broccoli. Nate wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_03223,images/train/train_03223.png,What can Bill and Nora trade to each get what they want?,"[""Bill can trade his tomatoes for Nora's broccoli."", ""Nora can trade her almonds for Bill's tomatoes."", ""Nora can trade her broccoli for Bill's oranges."", ""Bill can trade his tomatoes for Nora's carrots.""]",4,0,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Bill and Nora open their lunch boxes in the school cafeteria. Neither Bill nor Nora got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Bill's lunch Nora's lunch",,"Look at the table and images.
Bill wants broccoli. Nora wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
train_00177,images/train/train_00177.png,Select the organism in the same species as the North American beaver.,"[""Castor canadensis"", ""Ovis orientalis"", ""Alouatta caraya""]",3,0,This organism is a North American beaver. Its scientific name is Castor canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A North American beaver's scientific name is Castor canadensis.
Ovis orientalis does not have the same scientific name as a North American beaver. So, Castor canadensis and Ovis orientalis are not in the same species.
Alouatta caraya does not have the same scientific name as a North American beaver. So, Castor canadensis and Alouatta caraya are not in the same species.
Castor canadensis has the same scientific name as a North American beaver. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_12703,images/train/train_12703.png,What can Liz and Pedro trade to each get what they want?,"[""Pedro can trade his broccoli for Liz's oranges."", ""Liz can trade her tomatoes for Pedro's carrots."", ""Pedro can trade his almonds for Liz's tomatoes."", ""Liz can trade her tomatoes for Pedro's broccoli.""]",4,3,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Liz and Pedro open their lunch boxes in the school cafeteria. Neither Liz nor Pedro got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Liz's lunch Pedro's lunch",,"Look at the table and images.
Liz wants broccoli. Pedro wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.",closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
train_10940,images/train/train_10940.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_03056,images/train/train_03056.png,Select the organism in the same species as the North American beaver.,"[""Ovis canadensis"", ""Castor canadensis"", ""Ilex cornuta""]",3,1,This organism is a North American beaver. Its scientific name is Castor canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A North American beaver's scientific name is Castor canadensis.
Ilex cornuta does not have the same scientific name as a North American beaver. So, Castor canadensis and Ilex cornuta are not in the same species.
Castor canadensis has the same scientific name as a North American beaver. So, these organisms are in the same species.
Ovis canadensis does have the same species within its genus as a North American beaver, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_11046,images/train/train_11046.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07744,images/train/train_07744.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07028,images/train/train_07028.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_11431,images/train/train_11431.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_05046,images/train/train_05046.png,Select the organism in the same genus as the southern crowned pigeon.,"[""Larus michahellis"", ""Strix nebulosa"", ""Goura cristata""]",3,2,This organism is a southern crowned pigeon. Its scientific name is Goura scheepmakeri.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A southern crowned pigeon's scientific name is Goura scheepmakeri. The first word of its scientific name is Goura.
Larus michahellis is in the genus Larus. The first word of its scientific name is Larus. So, Larus michahellis and Goura scheepmakeri are not in the same genus.
Goura cristata is in the genus Goura. The first word of its scientific name is Goura. So, Goura cristata and Goura scheepmakeri are in the same genus.
Strix nebulosa is in the genus Strix. The first word of its scientific name is Strix. So, Strix nebulosa and Goura scheepmakeri are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_08226,images/train/train_08226.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12544,images/train/train_12544.png,"In this experiment, which were part of an experimental group?","[""the steel squares soaked in salt water"", ""the steel squares soaked in salt water and vinegar""]",2,1,"The passage below describes an experiment.

Layla was using steel to make rusted sculptures. After building each sculpture, she caused it to rust by placing it in salt water for eight hours. Layla wondered if steel would rust faster if she added vinegar to the salt water.
Layla cut ten squares of steel sheet metal. She put five of the squares into a tub filled with salt water. She put the other five squares into a tub filled with salt water mixed with vinegar. Once an hour for eight hours, Layla counted how many steel squares in each group had rust on them.
Figure: a sculpture made from rusted steel.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Layla investigated whether adding vinegar to salt water affects how quickly steel squares rust. So, the steel squares soaked in salt water and vinegar were part of an experimental group.
The steel squares soaked in salt water did not get vinegar. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_10048,images/train/train_10048.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_02149,images/train/train_02149.png,Which of the following organisms is the decomposer in this food web?,"[""bilberry"", ""Arctic fox"", ""earthworm""]",3,2,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.
The earthworm does not have arrows pointing from it to other organisms. So, the earthworm is a decomposer.
The bilberry has arrows pointing from it. So, the bilberry is not a decomposer.
The Arctic fox has an arrow pointing from it. So, the Arctic fox is not a decomposer.
The mushroom does not have arrows pointing from it to other organisms. So, the mushroom is a decomposer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_11075,images/train/train_11075.png,Which of the following organisms is the producer in this food web?,"[""bilberry"", ""earthworm"", ""snowy owl""]",3,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The snowy owl has an arrow pointing to it, so it is not a producer.
The bear sedge does not have any arrows pointing to it. So, the bear sedge is a producer.
The bilberry does not have any arrows pointing to it. So, the bilberry is a producer.
The earthworm has arrows pointing to it, so it is not a producer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
train_00221,images/train/train_00221.png,Select the organism in the same species as the North American beaver.,"[""Castor canadensis"", ""Castor fiber"", ""Polysticta stelleri""]",3,0,This organism is a North American beaver. Its scientific name is Castor canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A North American beaver's scientific name is Castor canadensis.
Polysticta stelleri does not have the same scientific name as a North American beaver. So, Castor canadensis and Polysticta stelleri are not in the same species.
Castor canadensis is in the same genus as Castor fiber, but they are not in the same species.
Organisms in the same species have the same scientific names. Castor canadensis and Castor fiber are different species within the same genus.
Castor canadensis has the same scientific name as a North American beaver. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_07701,images/train/train_07701.png,Select the organism in the same genus as the plains leopard frog.,"[""Hyla cinerea"", ""Lithobates palustris"", ""Agalychnis callidryas""]",3,1,This organism is a plains leopard frog. Its scientific name is Lithobates blairi.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A plains leopard frog's scientific name is Lithobates blairi. The first word of its scientific name is Lithobates.
Lithobates palustris is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates palustris and Lithobates blairi are in the same genus.
Agalychnis callidryas is in the genus Agalychnis. The first word of its scientific name is Agalychnis. So, Agalychnis callidryas and Lithobates blairi are not in the same genus.
Hyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Lithobates blairi are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03093,images/train/train_03093.png,Select the organism in the same genus as the rough-skinned newt.,"[""Taricha torosa"", ""Ambystoma texanum"", ""Lissotriton helveticus""]",3,0,This organism is a rough-skinned newt. Its scientific name is Taricha granulosa.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A rough-skinned newt's scientific name is Taricha granulosa. The first word of its scientific name is Taricha.
Taricha torosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha torosa and Taricha granulosa are in the same genus.
Ambystoma texanum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma texanum and Taricha granulosa are not in the same genus.
Lissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Taricha granulosa are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02048,images/train/train_02048.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_01818,images/train/train_01818.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12309,images/train/train_12309.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_11355,images/train/train_11355.png,Look at the picture. Which word best describes how these candies feel to the touch?,"[""hard"", ""fluffy"", ""greasy""]",3,0,,"When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
","Look at the picture.
The word hard describes how these candies feel to the touch.
Greasy and fluffy can also describe how something feels to the touch. But they do not describe these candies.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
train_09651,images/train/train_09651.png,Which statement describes the Yasuni National Park ecosystem?,"[""It has only a few types of organisms."", ""It has many different types of organisms."", ""It has soil that is rich in nutrients.""]",3,1,"Figure: Yasuni National Park.
The Amazon rain forest in South America is the largest rain forest ecosystem in the world. Ecuador's Yasuni National Park, which is in the Amazon rain forest, has many different species of plants, birds, and mammals.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Yasuni National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Yasuni National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has only a few types of organisms. It has soil that is rich in nutrients.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_07872,images/train/train_07872.png,Select the chemical formula for this molecule.,"[""C2Cl4"", ""CCl4"", ""CCl"", ""C2Cl5""]",4,1,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","C is the symbol for carbon. According to the legend, carbon atoms are shown in dark gray. Cl is the symbol for chlorine. According to the legend, chlorine atoms are shown in green. This ball-and-stick model shows a molecule with one carbon atom and four chlorine atoms. The chemical formula will contain the symbols C and Cl. There is one carbon atom, so C will not have a subscript. There are four chlorine atoms, so Cl will have a subscript of 4. The correct formula is CCl4. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_06321,images/train/train_06321.png,Select the organism in the same species as the red-eyed tree frog.,"[""Bufo bufo"", ""Lithobates catesbeianus"", ""Agalychnis callidryas""]",3,2,This organism is a red-eyed tree frog. Its scientific name is Agalychnis callidryas.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A red-eyed tree frog's scientific name is Agalychnis callidryas.
Bufo bufo does not have the same scientific name as a red-eyed tree frog. So, Agalychnis callidryas and Bufo bufo are not in the same species.
Lithobates catesbeianus does not have the same scientific name as a red-eyed tree frog. So, Agalychnis callidryas and Lithobates catesbeianus are not in the same species.
Agalychnis callidryas has the same scientific name as a red-eyed tree frog. So, these organisms are in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_11304,images/train/train_11304.png,Select the organism in the same genus as the red-eyed tree frog.,"[""Agalychnis callidryas"", ""Hyla cinerea"", ""Bufo bufo""]",3,0,This organism is a red-eyed tree frog. Its scientific name is Agalychnis callidryas.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A red-eyed tree frog's scientific name is Agalychnis callidryas. The first word of its scientific name is Agalychnis.
Hyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Agalychnis callidryas are not in the same genus.
Bufo bufo is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo bufo and Agalychnis callidryas are not in the same genus.
This organism and the red-eyed tree frog are in the same genus and the same species! Both organisms have the same scientific name, Agalychnis callidryas.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_04589,images/train/train_04589.png,Select the organism in the same genus as the Steller's sea eagle.,"[""Pelecanus rufescens"", ""Falco novaeseelandiae"", ""Haliaeetus pelagicus""]",3,2,This organism is a Steller's sea eagle. Its scientific name is Haliaeetus pelagicus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Steller's sea eagle's scientific name is Haliaeetus pelagicus. The first word of its scientific name is Haliaeetus.
This organism and the Steller's sea eagle are in the same genus and the same species! Both organisms have the same scientific name, Haliaeetus pelagicus.
Falco novaeseelandiae is in the genus Falco. The first word of its scientific name is Falco. So, Falco novaeseelandiae and Haliaeetus pelagicus are not in the same genus.
Pelecanus rufescens is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus rufescens and Haliaeetus pelagicus are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_12258,images/train/train_12258.png,Select the organism in the same genus as the Steller's sea eagle.,"[""Alopias pelagicus"", ""Haliaeetus leucocephalus"", ""Tyto alba""]",3,1,This organism is a Steller's sea eagle. Its scientific name is Haliaeetus pelagicus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Steller's sea eagle's scientific name is Haliaeetus pelagicus. The first word of its scientific name is Haliaeetus.
Haliaeetus leucocephalus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus leucocephalus and Haliaeetus pelagicus are in the same genus.
Tyto alba is in the genus Tyto. The first word of its scientific name is Tyto. So, Tyto alba and Haliaeetus pelagicus are not in the same genus.
Alopias pelagicus and Haliaeetus pelagicus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Alopias pelagicus and Haliaeetus pelagicus have the same species name within their genus, pelagicus. But the first words of their scientific names are different. Alopias pelagicus is in the genus Alopias, and Haliaeetus pelagicus is in the genus Haliaeetus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05652,images/train/train_05652.png,Which statement describes the Catoctin Mountain Park ecosystem?,"[""It has soil that is poor in nutrients."", ""It has only a few types of trees."", ""It has many different types of trees.""]",3,1,"Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland. Most of this forest was cut down for its wood in the early 1900s. But since the 1940s, conservation efforts have allowed the forest to return to much of this park.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statement describes the Catoctin Mountain Park ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has only a few types of trees. The following statements do not describe Catoctin Mountain Park: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has many different types of trees. It has soil that is poor in nutrients.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_06158,images/train/train_06158.png,Which statement describes the Catoctin Mountain Park ecosystem?,"[""It has many different types of trees."", ""It has soil that is poor in nutrients."", ""It has soil that is rich in nutrients.""]",3,2,"Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland. Most of this forest was cut down for its wood in the early 1900s. But since the 1940s, conservation efforts have allowed the forest to return to much of this park.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statement describes the Catoctin Mountain Park ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is rich in nutrients. The following statements do not describe Catoctin Mountain Park: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients. It has many different types of trees.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
train_05255,images/train/train_05255.png,Which statement describes the Bering Land Bridge National Preserve ecosystem?,"[""It has warm summers and cool winters."", ""It has many evergreen trees."", ""It has long, cold winters and short, cool summers.""]",3,2,"Figure: Bering Land Bridge National Preserve.
Bering Land Bridge National Preserve is a tundra ecosystem in western Alaska. The preserve is home to herds of caribou, muskoxen, and reindeer.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Bering Land Bridge National Preserve ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has long, cold winters and short, cool summers. The following statements do not describe Bering Land Bridge National Preserve: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters. It has many evergreen trees.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_08218,images/train/train_08218.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12324,images/train/train_12324.png,"In this food chain, the diatom is a producer. Why?","[""It eats a consumer."", ""It makes its own food."", ""It eats another organism.""]",3,1,This diagram shows a food chain from a tropical coral reef ecosystem off the coast of Australia.,"Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the diatom is a producer because it makes its own food. The diatom uses carbon dioxide, water, and sunlight to make its own food.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_07653,images/train/train_07653.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_11868,images/train/train_11868.png,Select the organism in the same genus as the large-tailed nightjar.,"[""Chroicocephalus novaehollandiae"", ""Caprimulgus europaeus"", ""Goura cristata""]",3,1,This organism is a large-tailed nightjar. Its scientific name is Caprimulgus macrurus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A large-tailed nightjar's scientific name is Caprimulgus macrurus. The first word of its scientific name is Caprimulgus.
Caprimulgus europaeus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus europaeus and Caprimulgus macrurus are in the same genus.
Chroicocephalus novaehollandiae is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus novaehollandiae and Caprimulgus macrurus are not in the same genus.
Goura cristata is in the genus Goura. The first word of its scientific name is Goura. So, Goura cristata and Caprimulgus macrurus are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_00225,images/train/train_00225.png,Select the organism in the same genus as the western crowned pigeon.,"[""Lonicera japonica"", ""Hystrix cristata"", ""Goura cristata""]",3,2,This organism is a western crowned pigeon. Its scientific name is Goura cristata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A western crowned pigeon's scientific name is Goura cristata. The first word of its scientific name is Goura.
Hystrix cristata and Goura cristata are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Hystrix cristata and Goura cristata have the same species name within their genus, cristata. But the first words of their scientific names are different. Hystrix cristata is in the genus Hystrix, and Goura cristata is in the genus Goura.
Lonicera japonica is in the genus Lonicera. The first word of its scientific name is Lonicera. So, Lonicera japonica and Goura cristata are not in the same genus.
This organism and the western crowned pigeon are in the same genus and the same species! Both organisms have the same scientific name, Goura cristata.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_10378,images/train/train_10378.png,Select the organism in the same species as the western crowned pigeon.,"[""Cyanocitta stelleri"", ""Sturnus vulgaris"", ""Goura cristata""]",3,2,This organism is a western crowned pigeon. Its scientific name is Goura cristata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A western crowned pigeon's scientific name is Goura cristata.
Sturnus vulgaris does not have the same scientific name as a western crowned pigeon. So, Goura cristata and Sturnus vulgaris are not in the same species.
Goura cristata has the same scientific name as a western crowned pigeon. So, these organisms are in the same species.
Cyanocitta stelleri does not have the same scientific name as a western crowned pigeon. So, Goura cristata and Cyanocitta stelleri are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_04831,images/train/train_04831.png,Select the chemical formula for this molecule.,"[""BF"", ""B3F"", ""B2F2"", ""BF3""]",4,3,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","B is the symbol for boron. According to the legend, boron atoms are shown in beige. F is the symbol for fluorine. According to the legend, fluorine atoms are shown in light green. This ball-and-stick model shows a molecule with one boron atom and three fluorine atoms. The chemical formula will contain the symbols B and F. There is one boron atom, so B will not have a subscript. There are three fluorine atoms, so F will have a subscript of 3. The correct formula is BF3. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_05556,images/train/train_05556.png,Select the organism in the same species as the Indian rock python.,"[""Python bivittatus"", ""Python molurus"", ""Melanoplus bivittatus""]",3,1,This organism is an Indian rock python. Its scientific name is Python molurus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An Indian rock python's scientific name is Python molurus.
Python molurus is in the same genus as Python bivittatus, but they are not in the same species.
Organisms in the same species have the same scientific names. Python molurus and Python bivittatus are different species within the same genus.
Python molurus has the same scientific name as an Indian rock python. So, these organisms are in the same species.
Melanoplus bivittatus does not have the same scientific name as an Indian rock python. So, Python molurus and Melanoplus bivittatus are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_00872,images/train/train_00872.png,Which statement describes the Mount Rainier National Park ecosystem?,"[""It has mostly small plants."", ""It has long, cold winters and short, cool summers."", ""It has soil that is rich in nutrients.""]",3,1,"Figure: Mount Rainier National Park.
Mount Rainier National Park is a taiga ecosystem in Washington State. The park is named after a volcano called Mount Rainier, which is covered in glaciers.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statement describes the Mount Rainier National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. The following statements do not describe Mount Rainier National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is rich in nutrients. It has mostly small plants.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_01110,images/train/train_01110.png,Select the organism in the same species as the pink skunk clownfish.,"[""Amphiprion perideraion"", ""Diodon hystrix"", ""Halichoeres hortulanus""]",3,0,This organism is a pink skunk clownfish. Its scientific name is Amphiprion perideraion.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A pink skunk clownfish's scientific name is Amphiprion perideraion.
Halichoeres hortulanus does not have the same scientific name as a pink skunk clownfish. So, Amphiprion perideraion and Halichoeres hortulanus are not in the same species.
Amphiprion perideraion has the same scientific name as a pink skunk clownfish. So, these organisms are in the same species.
Diodon hystrix does not have the same scientific name as a pink skunk clownfish. So, Amphiprion perideraion and Diodon hystrix are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_04546,images/train/train_04546.png,Select the organism in the same species as the spot-fin porcupinefish.,"[""Procambarus clarkii"", ""Syngnathoides biaculeatus"", ""Diodon hystrix""]",3,2,This organism is a spot-fin porcupinefish. Its scientific name is Diodon hystrix.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A spot-fin porcupinefish's scientific name is Diodon hystrix.
Syngnathoides biaculeatus does not have the same scientific name as a spot-fin porcupinefish. So, Diodon hystrix and Syngnathoides biaculeatus are not in the same species.
Procambarus clarkii does not have the same scientific name as a spot-fin porcupinefish. So, Diodon hystrix and Procambarus clarkii are not in the same species.
Diodon hystrix has the same scientific name as a spot-fin porcupinefish. So, these organisms are in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_12592,images/train/train_12592.png,Select the organism in the same genus as the Japanese tree frog.,"[""Lonicera japonica"", ""Strix nebulosa"", ""Hyla cinerea""]",3,2,This organism is a Japanese tree frog. Its scientific name is Hyla japonica.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Japanese tree frog's scientific name is Hyla japonica. The first word of its scientific name is Hyla.
Hyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Hyla japonica are in the same genus.
Lonicera japonica and Hyla japonica are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Lonicera japonica and Hyla japonica have the same species name within their genus, japonica. But the first words of their scientific names are different. Lonicera japonica is in the genus Lonicera, and Hyla japonica is in the genus Hyla.
Strix nebulosa is in the genus Strix. The first word of its scientific name is Strix. So, Strix nebulosa and Hyla japonica are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_10334,images/train/train_10334.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07171,images/train/train_07171.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12132,images/train/train_12132.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_02744,images/train/train_02744.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_12171,images/train/train_12171.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_10568,images/train/train_10568.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_00575,images/train/train_00575.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_08649,images/train/train_08649.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07547,images/train/train_07547.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09229,images/train/train_09229.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_10600,images/train/train_10600.png,Select the organism in the same genus as the North American beaver.,"[""Lontra canadensis"", ""Castor canadensis"", ""Chroicocephalus novaehollandiae""]",3,1,This organism is a North American beaver. Its scientific name is Castor canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A North American beaver's scientific name is Castor canadensis. The first word of its scientific name is Castor.
This organism and the North American beaver are in the same genus and the same species! Both organisms have the same scientific name, Castor canadensis.
Chroicocephalus novaehollandiae is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus novaehollandiae and Castor canadensis are not in the same genus.
Lontra canadensis and Castor canadensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Lontra canadensis and Castor canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Lontra canadensis is in the genus Lontra, and Castor canadensis is in the genus Castor.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_11409,images/train/train_11409.png,Select the organism in the same species as the North American beaver.,"[""Lynx canadensis"", ""Castor canadensis"", ""Nerodia clarkii""]",3,1,This organism is a North American beaver. Its scientific name is Castor canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A North American beaver's scientific name is Castor canadensis.
Castor canadensis has the same scientific name as a North American beaver. So, these organisms are in the same species.
Lynx canadensis does have the same species within its genus as a North American beaver, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.
Nerodia clarkii does not have the same scientific name as a North American beaver. So, Castor canadensis and Nerodia clarkii are not in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_07001,images/train/train_07001.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_09001,images/train/train_09001.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_06334,images/train/train_06334.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 2."", ""The magnetic force is weaker in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_01926,images/train/train_01926.png,Select the organism in the same genus as the great gray owl.,"[""Larus occidentalis"", ""Cyanocitta stelleri"", ""Strix varia""]",3,2,This organism is a great gray owl. Its scientific name is Strix nebulosa.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.
Cyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Strix nebulosa are not in the same genus.
Larus occidentalis is in the genus Larus. The first word of its scientific name is Larus. So, Larus occidentalis and Strix nebulosa are not in the same genus.
Strix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Strix nebulosa are in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03954,images/train/train_03954.png,Select the organism in the same genus as the great gray owl.,"[""Cyanocitta cristata"", ""Strix uralensis"", ""Chroicocephalus scopulinus""]",3,1,This organism is a great gray owl. Its scientific name is Strix nebulosa.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.
Chroicocephalus scopulinus is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus scopulinus and Strix nebulosa are not in the same genus.
Cyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Strix nebulosa are not in the same genus.
Strix uralensis is in the genus Strix. The first word of its scientific name is Strix. So, Strix uralensis and Strix nebulosa are in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_04640,images/train/train_04640.png,Select the organism in the same species as the great gray owl.,"[""Larus occidentalis"", ""Strix nebulosa"", ""Sturnus vulgaris""]",3,1,This organism is a great gray owl. Its scientific name is Strix nebulosa.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great gray owl's scientific name is Strix nebulosa.
Sturnus vulgaris does not have the same scientific name as a great gray owl. So, Strix nebulosa and Sturnus vulgaris are not in the same species.
Larus occidentalis does not have the same scientific name as a great gray owl. So, Strix nebulosa and Larus occidentalis are not in the same species.
Strix nebulosa has the same scientific name as a great gray owl. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_00939,images/train/train_00939.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_04664,images/train/train_04664.png,Which of the following was an independent variable in this experiment?,"[""the number of mosquito bites"", ""the type of mosquito repellent used""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Lamar liked to hike, but he was often bothered by mosquito bites. He read that rubbing lavender flowers on your skin can repel mosquitoes. Lamar wanted to find out if lavender flowers work better as a mosquito repellent than store-bought bug spray. So, he sprayed bug spray on one of his arms and rubbed lavender flowers on his other arm. Then, he went for a hike.
When he got home, he counted the number of new mosquito bites on each arm. Lamar repeated this test each afternoon for one week.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a mosquito biting a human.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_06949,images/train/train_06949.png,Which of the following was a dependent variable in this experiment?,"[""the number of mosquito bites"", ""the type of mosquito repellent used""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Santiago liked to hike, but he was often bothered by mosquito bites. He read that rubbing lavender flowers on your skin can repel mosquitoes. Santiago wanted to find out if lavender flowers work better as a mosquito repellent than store-bought bug spray. So, he sprayed bug spray on one of his arms and rubbed lavender flowers on his other arm. Then, he went for a hike.
When he got home, he counted the number of new mosquito bites on each arm. Santiago repeated this test each afternoon for one week.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a mosquito biting a human.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_05127,images/train/train_05127.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_07873,images/train/train_07873.png,Select the organism in the same genus as the western crowned pigeon.,"[""Cyanocitta stelleri"", ""Goura scheepmakeri"", ""Larus livens""]",3,1,This organism is a western crowned pigeon. Its scientific name is Goura cristata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A western crowned pigeon's scientific name is Goura cristata. The first word of its scientific name is Goura.
Goura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Goura cristata are in the same genus.
Cyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Goura cristata are not in the same genus.
Larus livens is in the genus Larus. The first word of its scientific name is Larus. So, Larus livens and Goura cristata are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_06602,images/train/train_06602.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is stronger in Pair 1."", ""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2.""]",3,1,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_03705,images/train/train_03705.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2."", ""The strength of the magnetic force is the same in both pairs.""]",3,2,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
train_04772,images/train/train_04772.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 1."", ""The magnetic force is stronger in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_05109,images/train/train_05109.png,"In this food chain, the algae is a producer. Why?","[""It eats a consumer."", ""It eats another organism."", ""It makes its own food.""]",3,2,"This diagram shows a food chain from Lake Superior, a freshwater ecosystem on the border of the United States and Canada.","Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the algae is a producer because it makes its own food. The algae uses carbon dioxide, water, and sunlight to make its own food.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_10405,images/train/train_10405.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_04644,images/train/train_04644.png,"In this food chain, the slender wheatgrass is a producer. Why?","[""It makes its own food."", ""It eats a consumer."", ""It eats another organism.""]",3,0,This diagram shows a food chain from a grassland ecosystem in Wyoming.,"Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the slender wheatgrass is a producer because it makes its own food. The slender wheatgrass uses carbon dioxide, water, and sunlight to make its own food.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_11167,images/train/train_11167.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is weaker in Pair 1."", ""The magnetic force is weaker in Pair 2.""]",3,0,The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.,"Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.","Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
train_05767,images/train/train_05767.png,Which statement describes the Great Victoria Desert ecosystem?,"[""It has thick, moist soil."", ""It has only a few types of organisms."", ""It has a small amount of rain.""]",3,2,"Figure: Great Victoria Desert.
The Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia. It is the largest desert in Australia! The Great Victoria Desert is home to the rare great desert skink. To stay cool during the day, great desert skinks live in holes they dig in the ground.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Great Victoria Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. The following statements do not describe the Great Victoria Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has only a few types of organisms. It has thick, moist soil.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_00171,images/train/train_00171.png,Select the organism in the same genus as the Victoria crowned pigeon.,"[""Goura scheepmakeri"", ""Aequorea victoria"", ""Falco sparverius""]",3,0,This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Victoria crowned pigeon's scientific name is Goura victoria. The first word of its scientific name is Goura.
Goura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Goura victoria are in the same genus.
Aequorea victoria and Goura victoria are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Aequorea victoria and Goura victoria have the same species name within their genus, victoria. But the first words of their scientific names are different. Aequorea victoria is in the genus Aequorea, and Goura victoria is in the genus Goura.
Falco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Goura victoria are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01218,images/train/train_01218.png,Select the organism in the same species as the Victoria crowned pigeon.,"[""Cyanocitta cristata"", ""Goura victoria"", ""Strix nebulosa""]",3,1,This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Victoria crowned pigeon's scientific name is Goura victoria.
Strix nebulosa does not have the same scientific name as a Victoria crowned pigeon. So, Goura victoria and Strix nebulosa are not in the same species.
Cyanocitta cristata does not have the same scientific name as a Victoria crowned pigeon. So, Goura victoria and Cyanocitta cristata are not in the same species.
Goura victoria has the same scientific name as a Victoria crowned pigeon. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01687,images/train/train_01687.png,Select the organism in the same genus as the European green toad.,"[""Hyla cinerea"", ""Bufo bufo"", ""Atelopus zeteki""]",3,1,This organism is a European green toad. Its scientific name is Bufo viridis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A European green toad's scientific name is Bufo viridis. The first word of its scientific name is Bufo.
Atelopus zeteki is in the genus Atelopus. The first word of its scientific name is Atelopus. So, Atelopus zeteki and Bufo viridis are not in the same genus.
Bufo bufo is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo bufo and Bufo viridis are in the same genus.
Hyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Bufo viridis are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09515,images/train/train_09515.png,Which better describes the Scarborough Marsh ecosystem?,"[""It has land that is covered with water during most of the year. It also has soil that is poor in nutrients."", ""It has soil that is rich in nutrients. It also has other water ecosystems nearby.""]",2,1,"Figure: Scarborough Marsh.
Scarborough Marsh is a wetland ecosystem in southern Maine.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, Scarborough Marsh has soil that is rich in nutrients. It also has other water ecosystems nearby.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_08651,images/train/train_08651.png,Select the organism in the same genus as the salt marsh snake.,"[""Lacerta agilis"", ""Corallus hortulanus"", ""Nerodia cyclopion""]",3,2,This organism is a salt marsh snake. Its scientific name is Nerodia clarkii.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A salt marsh snake's scientific name is Nerodia clarkii. The first word of its scientific name is Nerodia.
Nerodia cyclopion is in the genus Nerodia. The first word of its scientific name is Nerodia. So, Nerodia cyclopion and Nerodia clarkii are in the same genus.
Lacerta agilis is in the genus Lacerta. The first word of its scientific name is Lacerta. So, Lacerta agilis and Nerodia clarkii are not in the same genus.
Corallus hortulanus is in the genus Corallus. The first word of its scientific name is Corallus. So, Corallus hortulanus and Nerodia clarkii are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09330,images/train/train_09330.png,Select the organism in the same species as the Victoria crowned pigeon.,"[""Larus michahellis"", ""Cyanocitta stelleri"", ""Goura victoria""]",3,2,This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Victoria crowned pigeon's scientific name is Goura victoria.
Goura victoria has the same scientific name as a Victoria crowned pigeon. So, these organisms are in the same species.
Larus michahellis does not have the same scientific name as a Victoria crowned pigeon. So, Goura victoria and Larus michahellis are not in the same species.
Cyanocitta stelleri does not have the same scientific name as a Victoria crowned pigeon. So, Goura victoria and Cyanocitta stelleri are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_06532,images/train/train_06532.png,Select the organism in the same species as the small-mouth salamander.,"[""Ambystoma texanum"", ""Taricha granulosa"", ""Lissotriton helveticus""]",3,0,This organism is a small-mouth salamander. Its scientific name is Ambystoma texanum.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A small-mouth salamander's scientific name is Ambystoma texanum.
Ambystoma texanum has the same scientific name as a small-mouth salamander. So, these organisms are in the same species.
Taricha granulosa does not have the same scientific name as a small-mouth salamander. So, Ambystoma texanum and Taricha granulosa are not in the same species.
Lissotriton helveticus does not have the same scientific name as a small-mouth salamander. So, Ambystoma texanum and Lissotriton helveticus are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_00250,images/train/train_00250.png,Select the organism in the same genus as the small-mouth salamander.,"[""Lissotriton helveticus"", ""Ambystoma texanum"", ""Lissotriton vulgaris""]",3,1,This organism is a small-mouth salamander. Its scientific name is Ambystoma texanum.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A small-mouth salamander's scientific name is Ambystoma texanum. The first word of its scientific name is Ambystoma.
Lissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Ambystoma texanum are not in the same genus.
This organism and the small-mouth salamander are in the same genus and the same species! Both organisms have the same scientific name, Ambystoma texanum.
Lissotriton vulgaris is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton vulgaris and Ambystoma texanum are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_04184,images/train/train_04184.png,Which statement describes the Mount Rainier National Park ecosystem?,"[""It has soil that is rich in nutrients."", ""It has mostly small plants."", ""It has soil that is poor in nutrients.""]",3,2,"Figure: Mount Rainier National Park.
Mount Rainier National Park is a taiga ecosystem in Washington State. The park is named after a volcano called Mount Rainier, which is covered in glaciers.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statement describes the Mount Rainier National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is poor in nutrients. The following statements do not describe Mount Rainier National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has mostly small plants. It has soil that is rich in nutrients.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
train_00343,images/train/train_00343.png,Select the organism in the same species as the great blue heron.,"[""Strix varia"", ""Bubo scandiacus"", ""Ardea herodias""]",3,2,This organism is a great blue heron. Its scientific name is Ardea herodias.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great blue heron's scientific name is Ardea herodias.
Strix varia does not have the same scientific name as a great blue heron. So, Ardea herodias and Strix varia are not in the same species.
Ardea herodias has the same scientific name as a great blue heron. So, these organisms are in the same species.
Bubo scandiacus does not have the same scientific name as a great blue heron. So, Ardea herodias and Bubo scandiacus are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_04368,images/train/train_04368.png,Which rhetorical appeal is primarily used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character, by referencing an endorsement from a respected organization.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_06453,images/train/train_06453.png,Select the organism in the same genus as the black-footed cat.,"[""Lynx rufus"", ""Felis silvestris"", ""Lynx pardinus""]",3,1,This organism is a black-footed cat. Its scientific name is Felis nigripes.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black-footed cat's scientific name is Felis nigripes. The first word of its scientific name is Felis.
Felis silvestris is in the genus Felis. The first word of its scientific name is Felis. So, Felis silvestris and Felis nigripes are in the same genus.
Lynx rufus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx rufus and Felis nigripes are not in the same genus.
Lynx pardinus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx pardinus and Felis nigripes are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_10714,images/train/train_10714.png,Select the organism in the same genus as the black-footed cat.,"[""Lynx lynx"", ""Felis chaus"", ""Lynx canadensis""]",3,1,This organism is a black-footed cat. Its scientific name is Felis nigripes.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black-footed cat's scientific name is Felis nigripes. The first word of its scientific name is Felis.
Felis chaus is in the genus Felis. The first word of its scientific name is Felis. So, Felis chaus and Felis nigripes are in the same genus.
Lynx lynx is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx lynx and Felis nigripes are not in the same genus.
Lynx canadensis is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx canadensis and Felis nigripes are not in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03467,images/train/train_03467.png,Select the organism in the same genus as the black-blotched porcupinefish.,"[""Amphiprion perideraion"", ""Alopias pelagicus"", ""Diodon liturosus""]",3,2,This organism is a black-blotched porcupinefish. Its scientific name is Diodon liturosus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black-blotched porcupinefish's scientific name is Diodon liturosus. The first word of its scientific name is Diodon.
This organism and the black-blotched porcupinefish are in the same genus and the same species! Both organisms have the same scientific name, Diodon liturosus.
Amphiprion perideraion is in the genus Amphiprion. The first word of its scientific name is Amphiprion. So, Amphiprion perideraion and Diodon liturosus are not in the same genus.
Alopias pelagicus is in the genus Alopias. The first word of its scientific name is Alopias. So, Alopias pelagicus and Diodon liturosus are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09592,images/train/train_09592.png,Select the organism in the same species as the black-blotched porcupinefish.,"[""Amphiprion perideraion"", ""Diodon liturosus"", ""Chelmon rostratus""]",3,1,This organism is a black-blotched porcupinefish. Its scientific name is Diodon liturosus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black-blotched porcupinefish's scientific name is Diodon liturosus.
Diodon liturosus has the same scientific name as a black-blotched porcupinefish. So, these organisms are in the same species.
Amphiprion perideraion does not have the same scientific name as a black-blotched porcupinefish. So, Diodon liturosus and Amphiprion perideraion are not in the same species.
Chelmon rostratus does not have the same scientific name as a black-blotched porcupinefish. So, Diodon liturosus and Chelmon rostratus are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02150,images/train/train_02150.png,Select the chemical formula for this molecule.,"[""C2I4"", ""CI4"", ""C4I"", ""CI""]",4,1,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.
Every element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.
So, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.","C is the symbol for carbon. According to the legend, carbon atoms are shown in dark gray. I is the symbol for iodine. According to the legend, iodine atoms are shown in dark purple. This ball-and-stick model shows a molecule with one carbon atom and four iodine atoms. The chemical formula will contain the symbols C and I. There is one carbon atom, so C will not have a subscript. There are four iodine atoms, so I will have a subscript of 4. The correct formula is CI4. The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
train_03127,images/train/train_03127.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion, by associating the car with feelings of adventure and independence.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_02382,images/train/train_02382.png,Select the organism in the same genus as the Victoria crowned pigeon.,"[""Larus livens"", ""Goura cristata"", ""Cyanocitta stelleri""]",3,1,This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Victoria crowned pigeon's scientific name is Goura victoria. The first word of its scientific name is Goura.
Goura cristata is in the genus Goura. The first word of its scientific name is Goura. So, Goura cristata and Goura victoria are in the same genus.
Larus livens is in the genus Larus. The first word of its scientific name is Larus. So, Larus livens and Goura victoria are not in the same genus.
Cyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Goura victoria are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_03355,images/train/train_03355.png,Select the organism in the same species as the Victoria crowned pigeon.,"[""Aequorea victoria"", ""Python molurus"", ""Goura victoria""]",3,2,This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Victoria crowned pigeon's scientific name is Goura victoria.
Python molurus does not have the same scientific name as a Victoria crowned pigeon. So, Goura victoria and Python molurus are not in the same species.
Goura victoria has the same scientific name as a Victoria crowned pigeon. So, these organisms are in the same species.
Aequorea victoria does have the same species within its genus as a Victoria crowned pigeon, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_00368,images/train/train_00368.png,Select the chemical formula for this molecule.,"[""SiH4"", ""SiHe"", ""SiHe4"", ""Si2H4""]",4,0,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.","Si is the symbol for silicon. H is the symbol for hydrogen. This ball-and-stick model shows a molecule with one silicon atom and four hydrogen atoms.
The chemical formula will contain the symbols Si and H. There is one silicon atom, so Si will not have a subscript. There are four hydrogen atoms, so H will have a subscript of 4.
The correct formula is SiH4.
The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
train_00619,images/train/train_00619.png,"In this food chain, the diatom is a producer. Why?","[""It eats another organism."", ""It makes its own food."", ""It eats a consumer.""]",3,1,"This diagram shows a food chain from the River Frome, a freshwater ecosystem in England.","Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the diatom is a producer because it makes its own food. The diatom uses carbon dioxide, water, and sunlight to make its own food.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_06282,images/train/train_06282.png,Select the organism in the same species as the yellow-footed gull.,"[""Sturnus vulgaris"", ""Larus livens"", ""Cyanocitta stelleri""]",3,1,This organism is a yellow-footed gull. Its scientific name is Larus livens.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A yellow-footed gull's scientific name is Larus livens.
Cyanocitta stelleri does not have the same scientific name as a yellow-footed gull. So, Larus livens and Cyanocitta stelleri are not in the same species.
Larus livens has the same scientific name as a yellow-footed gull. So, these organisms are in the same species.
Sturnus vulgaris does not have the same scientific name as a yellow-footed gull. So, Larus livens and Sturnus vulgaris are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_04526,images/train/train_04526.png,"Is the water in a waterfall a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","The water in a waterfall is a liquid. A liquid can change shape. But it still takes up the same amount of space.
As water flows down a waterfall, the water changes shape.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_02153,images/train/train_02153.png,"In this experiment, which were part of an experimental group?","[""the sections of wall scrubbed with water only"", ""the sections of wall scrubbed with water and baking soda""]",2,1,"The passage below describes an experiment.

Vincent's young son drew all over the living room wall with crayons! Vincent wanted to find a way to remove the crayon markings. Based on what he read online, he decided to see if scrubbing a wall with baking soda could help remove crayon.
Vincent dipped a sponge in water and used it to scrub the crayon on a small section of the wall. He dipped a second sponge in water, sprinkled it with baking soda, and used it to scrub the crayon on another section of the wall. He observed how much crayon was removed from each section. Vincent repeated this test two more times on other sections of the wall.
Figure: scrubbing a crayon drawing off a wall.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Vincent investigated whether baking soda can remove crayon from a wall. So, the sections of wall scrubbed with water and baking soda were part of an experimental group.
The sections of wall scrubbed with water only did not get baking soda. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_05968,images/train/train_05968.png,Select the organism in the same species as the Amazon tree boa.,"[""Corallus hortulanus"", ""Python bivittatus"", ""Lacerta agilis""]",3,0,This organism is an Amazon tree boa. Its scientific name is Corallus hortulanus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An Amazon tree boa's scientific name is Corallus hortulanus.
Lacerta agilis does not have the same scientific name as an Amazon tree boa. So, Corallus hortulanus and Lacerta agilis are not in the same species.
Python bivittatus does not have the same scientific name as an Amazon tree boa. So, Corallus hortulanus and Python bivittatus are not in the same species.
Corallus hortulanus has the same scientific name as an Amazon tree boa. So, these organisms are in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_08851,images/train/train_08851.png,Select the organism in the same genus as the Amazon tree boa.,"[""Halichoeres hortulanus"", ""Chroicocephalus ridibundus"", ""Corallus hortulanus""]",3,2,This organism is an Amazon tree boa. Its scientific name is Corallus hortulanus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An Amazon tree boa's scientific name is Corallus hortulanus. The first word of its scientific name is Corallus.
Chroicocephalus ridibundus is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus ridibundus and Corallus hortulanus are not in the same genus.
This organism and the Amazon tree boa are in the same genus and the same species! Both organisms have the same scientific name, Corallus hortulanus.
Halichoeres hortulanus and Corallus hortulanus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Halichoeres hortulanus and Corallus hortulanus have the same species name within their genus, hortulanus. But the first words of their scientific names are different. Halichoeres hortulanus is in the genus Halichoeres, and Corallus hortulanus is in the genus Corallus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_10066,images/train/train_10066.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""logos (reason)"", ""ethos (character)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion. It links the product to a feeling of independence.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_10198,images/train/train_10198.png,Select the organism in the same species as the great gray owl.,"[""Strix nebulosa"", ""Cyanocitta stelleri"", ""Goura scheepmakeri""]",3,0,This organism is a great gray owl. Its scientific name is Strix nebulosa.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great gray owl's scientific name is Strix nebulosa.
Cyanocitta stelleri does not have the same scientific name as a great gray owl. So, Strix nebulosa and Cyanocitta stelleri are not in the same species.
Goura scheepmakeri does not have the same scientific name as a great gray owl. So, Strix nebulosa and Goura scheepmakeri are not in the same species.
Strix nebulosa has the same scientific name as a great gray owl. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_06831,images/train/train_06831.png,Which of the following was a dependent variable in this experiment?,"[""the type of flour used"", ""the volume of the cupcakes""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Harold was baking cupcakes for his stepfather's birthday. Harold wondered whether the volume of a cupcake would be affected by the type of flour in the batter.
Harold bought three types of flour and made three batches of cupcakes. He followed the same recipe for each batch, except for the type of flour used. He made one batch using whole wheat flour, one batch using cake flour, and one batch using buckwheat flour. After all the batches had baked and cooled, Harold measured the dimensions of each cupcake to calculate its volume.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: cupcakes in a pan.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_07700,images/train/train_07700.png,Which of the following was an independent variable in this experiment?,"[""the type of flour used"", ""the volume of the cupcakes""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Donald was baking cupcakes for his stepfather's birthday. Donald wondered whether the volume of a cupcake would be affected by the type of flour in the batter.
Donald bought three types of flour and made three batches of cupcakes. He followed the same recipe for each batch, except for the type of flour used. He made one batch using whole wheat flour, one batch using cake flour, and one batch using buckwheat flour. After all the batches had baked and cooled, Donald measured the dimensions of each cupcake to calculate its volume.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: cupcakes in a pan.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_03854,images/train/train_03854.png,Which statement describes the Peary Land ecosystem?,"[""It has dry, thin soil that is rich in nutrients."", ""It has many evergreen trees."", ""It has long, cold winters and short, cold summers.""]",3,2,"Figure: Peary Land.
Peary Land is a tundra ecosystem in northern Greenland. It is part of Northeast Greenland National Park. That park is one of the largest national parks in the world, covering about 375,000 square miles.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Peary Land ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has long, cold winters and short, cold summers. The following statements do not describe Peary Land: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has many evergreen trees. It has dry, thin soil that is rich in nutrients.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_09817,images/train/train_09817.png,Select the organism in the same species as the pink skunk clownfish.,"[""Amphiprion perideraion"", ""Ambystoma opacum"", ""Amphiprion frenatus""]",3,0,This organism is a pink skunk clownfish. Its scientific name is Amphiprion perideraion.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A pink skunk clownfish's scientific name is Amphiprion perideraion.
Amphiprion perideraion is in the same genus as Amphiprion frenatus, but they are not in the same species.
Organisms in the same species have the same scientific names. Amphiprion perideraion and Amphiprion frenatus are different species within the same genus.
Amphiprion perideraion has the same scientific name as a pink skunk clownfish. So, these organisms are in the same species.
Ambystoma opacum does not have the same scientific name as a pink skunk clownfish. So, Amphiprion perideraion and Ambystoma opacum are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_10386,images/train/train_10386.png,"In this food chain, the seagrass is a producer. Why?","[""It eats a consumer."", ""It makes its own food."", ""It eats another organism.""]",3,1,"This diagram shows a food chain from Chesapeake Bay, an estuary ecosystem in Maryland and Virginia.","Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!","In this food chain, the seagrass is a producer because it makes its own food. The seagrass uses carbon dioxide, water, and sunlight to make its own food.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
train_06348,images/train/train_06348.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character, by emphasizing that the brand shares their customers' values.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_04369,images/train/train_04369.png,Select the organism in the same genus as the fire clownfish.,"[""Amphiprion frenatus"", ""Halichoeres hortulanus"", ""Alopias pelagicus""]",3,0,This organism is a fire clownfish. Its scientific name is Amphiprion melanopus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A fire clownfish's scientific name is Amphiprion melanopus. The first word of its scientific name is Amphiprion.
Alopias pelagicus is in the genus Alopias. The first word of its scientific name is Alopias. So, Alopias pelagicus and Amphiprion melanopus are not in the same genus.
Amphiprion frenatus is in the genus Amphiprion. The first word of its scientific name is Amphiprion. So, Amphiprion frenatus and Amphiprion melanopus are in the same genus.
Halichoeres hortulanus is in the genus Halichoeres. The first word of its scientific name is Halichoeres. So, Halichoeres hortulanus and Amphiprion melanopus are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01139,images/train/train_01139.png,Select the organism in the same genus as the Victoria crowned pigeon.,"[""Alligator mississippiensis"", ""Goura scheepmakeri"", ""Aequorea victoria""]",3,1,This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Victoria crowned pigeon's scientific name is Goura victoria. The first word of its scientific name is Goura.
Aequorea victoria and Goura victoria are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Aequorea victoria and Goura victoria have the same species name within their genus, victoria. But the first words of their scientific names are different. Aequorea victoria is in the genus Aequorea, and Goura victoria is in the genus Goura.
Goura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Goura victoria are in the same genus.
Alligator mississippiensis is in the genus Alligator. The first word of its scientific name is Alligator. So, Alligator mississippiensis and Goura victoria are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_08787,images/train/train_08787.png,Select the organism in the same species as the Christmas tree worm.,"[""Nerodia clarkii"", ""Spirobranchus giganteus"", ""Python molurus""]",3,1,This organism is a Christmas tree worm. Its scientific name is Spirobranchus giganteus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Christmas tree worm's scientific name is Spirobranchus giganteus.
Python molurus does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Python molurus are not in the same species.
Nerodia clarkii does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Nerodia clarkii are not in the same species.
Spirobranchus giganteus has the same scientific name as a Christmas tree worm. So, these organisms are in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03657,images/train/train_03657.png,Select the organism in the same species as the black howler.,"[""Lontra canadensis"", ""Alouatta caraya"", ""Ovis canadensis""]",3,1,This organism is a black howler. Its scientific name is Alouatta caraya.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black howler's scientific name is Alouatta caraya.
Ovis canadensis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis canadensis are not in the same species.
Alouatta caraya has the same scientific name as a black howler. So, these organisms are in the same species.
Lontra canadensis does not have the same scientific name as a black howler. So, Alouatta caraya and Lontra canadensis are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_06590,images/train/train_06590.png,Select the organism in the same genus as the black howler.,"[""Lontra canadensis"", ""Macropus agilis"", ""Alouatta caraya""]",3,2,This organism is a black howler. Its scientific name is Alouatta caraya.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black howler's scientific name is Alouatta caraya. The first word of its scientific name is Alouatta.
Lontra canadensis is in the genus Lontra. The first word of its scientific name is Lontra. So, Lontra canadensis and Alouatta caraya are not in the same genus.
This organism and the black howler are in the same genus and the same species! Both organisms have the same scientific name, Alouatta caraya.
Macropus agilis is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus agilis and Alouatta caraya are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_07643,images/train/train_07643.png,Select the organism in the same genus as the black howler.,"[""Alouatta palliata"", ""Castor canadensis"", ""Ovis canadensis""]",3,0,This organism is a black howler. Its scientific name is Alouatta caraya.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black howler's scientific name is Alouatta caraya. The first word of its scientific name is Alouatta.
Ovis canadensis is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis canadensis and Alouatta caraya are not in the same genus.
Alouatta palliata is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta palliata and Alouatta caraya are in the same genus.
Castor canadensis is in the genus Castor. The first word of its scientific name is Castor. So, Castor canadensis and Alouatta caraya are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06145,images/train/train_06145.png,Select the organism in the same species as the black-footed cat.,"[""Felis nigripes"", ""Lynx rufus"", ""Lynx canadensis""]",3,0,This organism is a black-footed cat. Its scientific name is Felis nigripes.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black-footed cat's scientific name is Felis nigripes.
Felis nigripes has the same scientific name as a black-footed cat. So, these organisms are in the same species.
Lynx canadensis does not have the same scientific name as a black-footed cat. So, Felis nigripes and Lynx canadensis are not in the same species.
Lynx rufus does not have the same scientific name as a black-footed cat. So, Felis nigripes and Lynx rufus are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03547,images/train/train_03547.png,Select the organism in the same genus as the eastern gray kangaroo.,"[""Equus quagga"", ""Macropus rufus"", ""Camelus dromedarius""]",3,1,This organism is an eastern gray kangaroo. Its scientific name is Macropus giganteus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An eastern gray kangaroo's scientific name is Macropus giganteus. The first word of its scientific name is Macropus.
Camelus dromedarius is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus dromedarius and Macropus giganteus are not in the same genus.
Equus quagga is in the genus Equus. The first word of its scientific name is Equus. So, Equus quagga and Macropus giganteus are not in the same genus.
Macropus rufus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus rufus and Macropus giganteus are in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_00471,images/train/train_00471.png,Select the organism in the same species as the Burmese python.,"[""Python reticulatus"", ""Cervus canadensis"", ""Python bivittatus""]",3,2,This organism is a Burmese python. Its scientific name is Python bivittatus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Burmese python's scientific name is Python bivittatus.
Cervus canadensis does not have the same scientific name as a Burmese python. So, Python bivittatus and Cervus canadensis are not in the same species.
Python bivittatus is in the same genus as Python reticulatus, but they are not in the same species.
Organisms in the same species have the same scientific names. Python bivittatus and Python reticulatus are different species within the same genus.
Python bivittatus has the same scientific name as a Burmese python. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_01007,images/train/train_01007.png,Select the organism in the same genus as the Burmese python.,"[""Taricha granulosa"", ""Melanoplus bivittatus"", ""Python bivittatus""]",3,2,This organism is a Burmese python. Its scientific name is Python bivittatus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Burmese python's scientific name is Python bivittatus. The first word of its scientific name is Python.
Taricha granulosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha granulosa and Python bivittatus are not in the same genus.
Melanoplus bivittatus and Python bivittatus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Melanoplus bivittatus and Python bivittatus have the same species name within their genus, bivittatus. But the first words of their scientific names are different. Melanoplus bivittatus is in the genus Melanoplus, and Python bivittatus is in the genus Python.
This organism and the Burmese python are in the same genus and the same species! Both organisms have the same scientific name, Python bivittatus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09286,images/train/train_09286.png,Select the organism in the same genus as the Burmese python.,"[""Python reticulatus"", ""Chroicocephalus novaehollandiae"", ""Melanoplus bivittatus""]",3,0,This organism is a Burmese python. Its scientific name is Python bivittatus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Burmese python's scientific name is Python bivittatus. The first word of its scientific name is Python.
Python reticulatus is in the genus Python. The first word of its scientific name is Python. So, Python reticulatus and Python bivittatus are in the same genus.
Melanoplus bivittatus and Python bivittatus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Melanoplus bivittatus and Python bivittatus have the same species name within their genus, bivittatus. But the first words of their scientific names are different. Melanoplus bivittatus is in the genus Melanoplus, and Python bivittatus is in the genus Python.
Chroicocephalus novaehollandiae is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus novaehollandiae and Python bivittatus are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05233,images/train/train_05233.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character, by featuring an endorsement from a celebrity.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_00444,images/train/train_00444.png,Select the organism in the same genus as the great gray owl.,"[""Camelus dromedarius"", ""Neofelis nebulosa"", ""Strix varia""]",3,2,This organism is a great gray owl. Its scientific name is Strix nebulosa.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.
Camelus dromedarius is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus dromedarius and Strix nebulosa are not in the same genus.
Strix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Strix nebulosa are in the same genus.
Neofelis nebulosa and Strix nebulosa are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Neofelis nebulosa and Strix nebulosa have the same species name within their genus, nebulosa. But the first words of their scientific names are different. Neofelis nebulosa is in the genus Neofelis, and Strix nebulosa is in the genus Strix.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_03848,images/train/train_03848.png,"Is a crayon a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.",A crayon is a solid. You can break a crayon into pieces. But each piece will still have a size and shape of its own.,closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_03551,images/train/train_03551.png,Select the organism in the same species as the Steller's sea eagle.,"[""Falco novaeseelandiae"", ""Balearica pavonina"", ""Haliaeetus pelagicus""]",3,2,This organism is a Steller's sea eagle. Its scientific name is Haliaeetus pelagicus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Steller's sea eagle's scientific name is Haliaeetus pelagicus.
Falco novaeseelandiae does not have the same scientific name as a Steller's sea eagle. So, Haliaeetus pelagicus and Falco novaeseelandiae are not in the same species.
Balearica pavonina does not have the same scientific name as a Steller's sea eagle. So, Haliaeetus pelagicus and Balearica pavonina are not in the same species.
Haliaeetus pelagicus has the same scientific name as a Steller's sea eagle. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05828,images/train/train_05828.png,Select the organism in the same genus as the Steller's sea eagle.,"[""Hyacinthus orientalis"", ""Haliaeetus pelagicus"", ""Alopias pelagicus""]",3,1,This organism is a Steller's sea eagle. Its scientific name is Haliaeetus pelagicus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Steller's sea eagle's scientific name is Haliaeetus pelagicus. The first word of its scientific name is Haliaeetus.
This organism and the Steller's sea eagle are in the same genus and the same species! Both organisms have the same scientific name, Haliaeetus pelagicus.
Hyacinthus orientalis is in the genus Hyacinthus. The first word of its scientific name is Hyacinthus. So, Hyacinthus orientalis and Haliaeetus pelagicus are not in the same genus.
Alopias pelagicus and Haliaeetus pelagicus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Alopias pelagicus and Haliaeetus pelagicus have the same species name within their genus, pelagicus. But the first words of their scientific names are different. Alopias pelagicus is in the genus Alopias, and Haliaeetus pelagicus is in the genus Haliaeetus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06601,images/train/train_06601.png,Select the organism in the same genus as the Steller's sea eagle.,"[""Haliaeetus leucocephalus"", ""Polysticta stelleri"", ""Alopias pelagicus""]",3,0,This organism is a Steller's sea eagle. Its scientific name is Haliaeetus pelagicus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Steller's sea eagle's scientific name is Haliaeetus pelagicus. The first word of its scientific name is Haliaeetus.
Polysticta stelleri is in the genus Polysticta. The first word of its scientific name is Polysticta. So, Polysticta stelleri and Haliaeetus pelagicus are not in the same genus.
Alopias pelagicus and Haliaeetus pelagicus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Alopias pelagicus and Haliaeetus pelagicus have the same species name within their genus, pelagicus. But the first words of their scientific names are different. Alopias pelagicus is in the genus Alopias, and Haliaeetus pelagicus is in the genus Haliaeetus.
Haliaeetus leucocephalus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus leucocephalus and Haliaeetus pelagicus are in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05415,images/train/train_05415.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""PCSK9 protein . . . PCSK9 gene"", ""PCSK9 gene . . . PCSK9 protein""]",2,1,"The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.

Cholesterol (koh-LES-ter-ol) is a fat-like substance that has many functions in the body. Cholesterol moves through the body in the blood. The amount of cholesterol in the blood is controlled by proteins, including the PCSK9 protein. The PCSK9 protein is encoded by the PCSK9 gene.
The PCSK9 protein adds cholesterol to the blood. The action of the PCSK9 protein can lead to blood cholesterol levels that may, over time, cause heart disease.
A certain person had a mutation in the PCSK9 gene. Compared to the PCSK9 gene without a mutation, the mutated PCSK9 gene encoded a form of the PCSK9 protein with a different structure.
This different form of the PCSK9 protein could add only a small amount of cholesterol to the blood. So, this person had a lower risk of developing heart disease than a person with more cholesterol in their blood.
Figure: an illustration of cholesterol with red blood cells.","An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.","A mutation in a gene may affect the protein it encodes.
So, the mutation in the PCSK9 gene affected the structure and function of the PCSK9 protein.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
train_09616,images/train/train_09616.png,Which better describes the tide pool ecosystems in Little Corona Beach?,"[""It has daily flooding and draining of seawater. It also has many different types of organisms."", ""It has no sunlight. It also has daily flooding and draining of seawater.""]",2,0,"Figure: Little Corona Beach.
Little Corona Beach is in southern California. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Little Corona Beach have daily flooding and draining of seawater. They also have many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_11032,images/train/train_11032.png,Select the organism in the same genus as the Chinese alligator.,"[""Ulex europaeus"", ""Alligator sinensis"", ""Miscanthus sinensis""]",3,1,This organism is a Chinese alligator. Its scientific name is Alligator sinensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Chinese alligator's scientific name is Alligator sinensis. The first word of its scientific name is Alligator.
This organism and the Chinese alligator are in the same genus and the same species! Both organisms have the same scientific name, Alligator sinensis.
Ulex europaeus is in the genus Ulex. The first word of its scientific name is Ulex. So, Ulex europaeus and Alligator sinensis are not in the same genus.
Miscanthus sinensis and Alligator sinensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Miscanthus sinensis and Alligator sinensis have the same species name within their genus, sinensis. But the first words of their scientific names are different. Miscanthus sinensis is in the genus Miscanthus, and Alligator sinensis is in the genus Alligator.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_11985,images/train/train_11985.png,Select the organism in the same genus as the Chinese alligator.,"[""Hyla cinerea"", ""Eriocheir sinensis"", ""Alligator mississippiensis""]",3,2,This organism is a Chinese alligator. Its scientific name is Alligator sinensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Chinese alligator's scientific name is Alligator sinensis. The first word of its scientific name is Alligator.
Alligator mississippiensis is in the genus Alligator. The first word of its scientific name is Alligator. So, Alligator mississippiensis and Alligator sinensis are in the same genus.
Hyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Alligator sinensis are not in the same genus.
Eriocheir sinensis and Alligator sinensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Eriocheir sinensis and Alligator sinensis have the same species name within their genus, sinensis. But the first words of their scientific names are different. Eriocheir sinensis is in the genus Eriocheir, and Alligator sinensis is in the genus Alligator.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09324,images/train/train_09324.png,Select the organism in the same species as the purple heron.,"[""Ardea purpurea"", ""Strix aluco"", ""Sarracenia purpurea""]",3,0,This organism is a purple heron. Its scientific name is Ardea purpurea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A purple heron's scientific name is Ardea purpurea.
Strix aluco does not have the same scientific name as a purple heron. So, Ardea purpurea and Strix aluco are not in the same species.
Sarracenia purpurea does have the same species within its genus as a purple heron, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.
Ardea purpurea has the same scientific name as a purple heron. So, these organisms are in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_10507,images/train/train_10507.png,Select the organism in the same genus as the purple heron.,"[""Sarracenia purpurea"", ""Crocodylus moreletii"", ""Ardea cinerea""]",3,2,This organism is a purple heron. Its scientific name is Ardea purpurea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A purple heron's scientific name is Ardea purpurea. The first word of its scientific name is Ardea.
Crocodylus moreletii is in the genus Crocodylus. The first word of its scientific name is Crocodylus. So, Crocodylus moreletii and Ardea purpurea are not in the same genus.
Ardea cinerea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea cinerea and Ardea purpurea are in the same genus.
Sarracenia purpurea and Ardea purpurea are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Sarracenia purpurea and Ardea purpurea have the same species name within their genus, purpurea. But the first words of their scientific names are different. Sarracenia purpurea is in the genus Sarracenia, and Ardea purpurea is in the genus Ardea.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02770,images/train/train_02770.png,Select the organism in the same species as the black howler.,"[""Alouatta caraya"", ""Ovis orientalis"", ""Lontra canadensis""]",3,0,This organism is a black howler. Its scientific name is Alouatta caraya.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black howler's scientific name is Alouatta caraya.
Ovis orientalis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis orientalis are not in the same species.
Lontra canadensis does not have the same scientific name as a black howler. So, Alouatta caraya and Lontra canadensis are not in the same species.
Alouatta caraya has the same scientific name as a black howler. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09559,images/train/train_09559.png,Select the organism in the same genus as the Grevy's zebra.,"[""Macropus giganteus"", ""Equus zebra"", ""Macropus rufus""]",3,1,This organism is a Grevy's zebra. Its scientific name is Equus grevyi.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Grevy's zebra's scientific name is Equus grevyi. The first word of its scientific name is Equus.
Macropus rufus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus rufus and Equus grevyi are not in the same genus.
Equus zebra is in the genus Equus. The first word of its scientific name is Equus. So, Equus zebra and Equus grevyi are in the same genus.
Macropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Equus grevyi are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09968,images/train/train_09968.png,Select the organism in the same species as the Grevy's zebra.,"[""Equus grevyi"", ""Cervus canadensis"", ""Camelus dromedarius""]",3,0,This organism is a Grevy's zebra. Its scientific name is Equus grevyi.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Grevy's zebra's scientific name is Equus grevyi.
Equus grevyi has the same scientific name as a Grevy's zebra. So, these organisms are in the same species.
Camelus dromedarius does not have the same scientific name as a Grevy's zebra. So, Equus grevyi and Camelus dromedarius are not in the same species.
Cervus canadensis does not have the same scientific name as a Grevy's zebra. So, Equus grevyi and Cervus canadensis are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_06918,images/train/train_06918.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""pathos (emotion)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character. It includes a recommendation from a person who is famous or admired (a professional athlete).",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_01657,images/train/train_01657.png,Select the organism in the same species as the pickerel frog.,"[""Lithobates palustris"", ""Atelopus zeteki"", ""Bufo guttatus""]",3,0,This organism is a pickerel frog. Its scientific name is Lithobates palustris.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A pickerel frog's scientific name is Lithobates palustris.
Atelopus zeteki does not have the same scientific name as a pickerel frog. So, Lithobates palustris and Atelopus zeteki are not in the same species.
Lithobates palustris has the same scientific name as a pickerel frog. So, these organisms are in the same species.
Bufo guttatus does not have the same scientific name as a pickerel frog. So, Lithobates palustris and Bufo guttatus are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01960,images/train/train_01960.png,"Complete the sentence.
The Alpine Fault formed at a () boundary.","[""convergent"", ""transform"", ""divergent""]",3,1,"Read the passage and look at the picture.
The Alpine Fault runs the length of New Zealand’s South Island, marking a boundary between the Pacific Plate and the Indo-Australian Plate. As the two plates slide past each other, the Pacific Plate is being pushed up higher than the Indo-Australian Plate. So, the mountains above the Pacific Plate have higher elevations than the mountains above the Indo-Australian Plate.
In the picture, you can see snow on the high mountains of the Pacific Plate. The Indo-Australian Plate, which is at a lower elevation, has much less snow.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a convergent boundary, two plates are moving toward each other.
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
transform boundary
When the plates at a transform boundary slide past each other, they usually move in one of two ways. Either the plates move in opposite directions, or they move in the same direction but at different rates.
The boundary between the two plates is called a fault. When the two plates move suddenly, an earthquake can happen along the fault.","To figure out what type of plate boundary formed the Alpine Fault, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Alpine Fault runs the length of New Zealand’s South Island, marking a boundary between the Pacific Plate and the Indo-Australian Plate. As the two plates slide past each other, the Pacific Plate is being pushed up higher than the Indo-Australian Plate. So, the mountains above the Pacific Plate have higher elevations than the mountains above the Indo-Australian Plate.
In the picture, you can see snow on the high mountains of the Pacific Plate. The Indo-Australian Plate, which is at a lower elevation, has much less snow.
The underlined part of the passage explains that the two plates are sliding past each other. So, the Alpine Fault formed at a transform boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_11838,images/train/train_11838.png,Which of the following statements is true?,"[""Together, the products of a chemical reaction have the same arrangement of atoms as the reactants."", ""Soap is a reactant in the saponification reaction."", ""A substance's chemical structure affects its properties.""]",3,2,"A substance's chemical structure depends on the number and types of atoms in each of its molecules, as well as on how those atoms are arranged. Substances with different chemical structures have different physical and chemical properties.
When a substance is a reactant in a chemical reaction, its chemical structure changes. During the reaction, the atoms that make up the reactants are rearranged to form products. After the reaction, the products together are composed of the same atoms as the reactants, but those atoms are arranged in a different way. So, the products have different chemical structures than the reactants.
The chemical reaction that produces soap is called saponification. During one type of saponification, oil and sodium hydroxide undergo a chemical change to produce glycerol and soap. As a result of this reaction, the soap has different properties than the oil and sodium hydroxide. Some of these properties are what give soap its cleaning ability.",,"A substance's chemical structure affects its properties.
Substances with different chemical structures have different physical and chemical properties. So, a substance's chemical structure affects its properties.
Together, the products of a chemical reaction have the same arrangement of atoms as the reactants.
The products of a chemical reaction are made up of the same number and types of atoms as the reactants, but the atoms are organized in a different way. So, the products have a different arrangement of atoms compared to the reactants.
A chemical change occurs during saponification.
Saponification is a chemical reaction. As in all chemical reactions, the reactants go through a chemical change during saponification to form the products.
Soap is a reactant in the saponification reaction.
Soap is produced during saponification. So, soap is a product, not a reactant, in this reaction.",closed choice,grade7,natural science,chemistry,Chemical reactions,Explore chemical structure and properties: soapmaking
train_08437,images/train/train_08437.png,Select the organism in the same genus as the American white pelican.,"[""Ardea alba"", ""Pelecanus rufescens"", ""Bubo scandiacus""]",3,1,This organism is an American white pelican. Its scientific name is Pelecanus erythrorhynchos.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An American white pelican's scientific name is Pelecanus erythrorhynchos. The first word of its scientific name is Pelecanus.
Ardea alba is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea alba and Pelecanus erythrorhynchos are not in the same genus.
Pelecanus rufescens is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus rufescens and Pelecanus erythrorhynchos are in the same genus.
Bubo scandiacus is in the genus Bubo. The first word of its scientific name is Bubo. So, Bubo scandiacus and Pelecanus erythrorhynchos are not in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05961,images/train/train_05961.png,Select the organism in the same species as the Ural owl.,"[""Pelecanus erythrorhynchos"", ""Ardea cinerea"", ""Strix uralensis""]",3,2,This organism is a Ural owl. Its scientific name is Strix uralensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Ural owl's scientific name is Strix uralensis.
Pelecanus erythrorhynchos does not have the same scientific name as a Ural owl. So, Strix uralensis and Pelecanus erythrorhynchos are not in the same species.
Ardea cinerea does not have the same scientific name as a Ural owl. So, Strix uralensis and Ardea cinerea are not in the same species.
Strix uralensis has the same scientific name as a Ural owl. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_07946,images/train/train_07946.png,Select the organism in the same genus as the Ural owl.,"[""Falco peregrinus"", ""Ardea goliath"", ""Strix aluco""]",3,2,This organism is a Ural owl. Its scientific name is Strix uralensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Ural owl's scientific name is Strix uralensis. The first word of its scientific name is Strix.
Strix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Strix uralensis are in the same genus.
Ardea goliath is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea goliath and Strix uralensis are not in the same genus.
Falco peregrinus is in the genus Falco. The first word of its scientific name is Falco. So, Falco peregrinus and Strix uralensis are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09271,images/train/train_09271.png,Which better describes the Steigerwald Forest ecosystem?,"[""It has soil that is poor in nutrients. It also has only a few types of trees."", ""It has soil that is rich in nutrients. It also has only a few types of trees.""]",2,1,"Figure: Steigerwald Forest.
The Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Steigerwald Forest has soil that is rich in nutrients. It also has only a few types of trees.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_06003,images/train/train_06003.png,Select the organism in the same genus as the green tree frog.,"[""Hyla japonica"", ""Ardea cinerea"", ""Cyanocitta cristata""]",3,0,This organism is a green tree frog. Its scientific name is Hyla cinerea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A green tree frog's scientific name is Hyla cinerea. The first word of its scientific name is Hyla.
Ardea cinerea and Hyla cinerea are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Ardea cinerea and Hyla cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Ardea cinerea is in the genus Ardea, and Hyla cinerea is in the genus Hyla.
Hyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Hyla cinerea are in the same genus.
Cyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Hyla cinerea are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_00654,images/train/train_00654.png,Which better describes the Kibale National Forest ecosystem?,"[""It has year-round warm temperatures. It also has soil that is poor in nutrients."", ""It has soil that is poor in nutrients. It also has only a few types of organisms.""]",2,0,"Figure: Kibale National Forest.
Kibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Kibale National Forest has year-round warm temperatures. It also has soil that is poor in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_02713,images/train/train_02713.png,Select the organism in the same genus as the blue jay.,"[""Cyanocitta stelleri"", ""Goura scheepmakeri"", ""Larus livens""]",3,0,This organism is a blue jay. Its scientific name is Cyanocitta cristata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A blue jay's scientific name is Cyanocitta cristata. The first word of its scientific name is Cyanocitta.
Goura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Cyanocitta cristata are not in the same genus.
Larus livens is in the genus Larus. The first word of its scientific name is Larus. So, Larus livens and Cyanocitta cristata are not in the same genus.
Cyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Cyanocitta cristata are in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_02768,images/train/train_02768.png,Select the organism in the same genus as the blue jay.,"[""Cyanocitta cristata"", ""Ardea cocoi"", ""Hystrix cristata""]",3,0,This organism is a blue jay. Its scientific name is Cyanocitta cristata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A blue jay's scientific name is Cyanocitta cristata. The first word of its scientific name is Cyanocitta.
Hystrix cristata and Cyanocitta cristata are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Hystrix cristata and Cyanocitta cristata have the same species name within their genus, cristata. But the first words of their scientific names are different. Hystrix cristata is in the genus Hystrix, and Cyanocitta cristata is in the genus Cyanocitta.
This organism and the blue jay are in the same genus and the same species! Both organisms have the same scientific name, Cyanocitta cristata.
Ardea cocoi is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea cocoi and Cyanocitta cristata are not in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09013,images/train/train_09013.png,Select the organism in the same species as the blue jay.,"[""Cyanocitta stelleri"", ""Cyanocitta cristata"", ""Ardea goliath""]",3,1,This organism is a blue jay. Its scientific name is Cyanocitta cristata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A blue jay's scientific name is Cyanocitta cristata.
Ardea goliath does not have the same scientific name as a blue jay. So, Cyanocitta cristata and Ardea goliath are not in the same species.
Cyanocitta cristata is in the same genus as Cyanocitta stelleri, but they are not in the same species.
Organisms in the same species have the same scientific names. Cyanocitta cristata and Cyanocitta stelleri are different species within the same genus.
Cyanocitta cristata has the same scientific name as a blue jay. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05516,images/train/train_05516.png,Select the organism in the same species as the common kestrel.,"[""Ardea cinerea"", ""Ardea alba"", ""Falco tinnunculus""]",3,2,This organism is a common kestrel. Its scientific name is Falco tinnunculus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A common kestrel's scientific name is Falco tinnunculus.
Falco tinnunculus has the same scientific name as a common kestrel. So, these organisms are in the same species.
Ardea cinerea does not have the same scientific name as a common kestrel. So, Falco tinnunculus and Ardea cinerea are not in the same species.
Ardea alba does not have the same scientific name as a common kestrel. So, Falco tinnunculus and Ardea alba are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_06533,images/train/train_06533.png,Select the organism in the same species as the Chinese alligator.,"[""Alligator mississippiensis"", ""Alligator sinensis"", ""Aequorea victoria""]",3,1,This organism is a Chinese alligator. Its scientific name is Alligator sinensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Chinese alligator's scientific name is Alligator sinensis.
Alligator sinensis has the same scientific name as a Chinese alligator. So, these organisms are in the same species.
Aequorea victoria does not have the same scientific name as a Chinese alligator. So, Alligator sinensis and Aequorea victoria are not in the same species.
Alligator sinensis is in the same genus as Alligator mississippiensis, but they are not in the same species.
Organisms in the same species have the same scientific names. Alligator sinensis and Alligator mississippiensis are different species within the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_10778,images/train/train_10778.png,Select the organism in the same genus as the Chinese alligator.,"[""Eriocheir sinensis"", ""Alligator mississippiensis"", ""Hyla japonica""]",3,1,This organism is a Chinese alligator. Its scientific name is Alligator sinensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Chinese alligator's scientific name is Alligator sinensis. The first word of its scientific name is Alligator.
Eriocheir sinensis and Alligator sinensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Eriocheir sinensis and Alligator sinensis have the same species name within their genus, sinensis. But the first words of their scientific names are different. Eriocheir sinensis is in the genus Eriocheir, and Alligator sinensis is in the genus Alligator.
Hyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Alligator sinensis are not in the same genus.
Alligator mississippiensis is in the genus Alligator. The first word of its scientific name is Alligator. So, Alligator mississippiensis and Alligator sinensis are in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_11313,images/train/train_11313.png,Select the organism in the same species as the Goliath heron.,"[""Ardea goliath"", ""Tigrisoma mexicanum"", ""Falco peregrinus""]",3,0,This organism is a Goliath heron. Its scientific name is Ardea goliath.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Goliath heron's scientific name is Ardea goliath.
Ardea goliath has the same scientific name as a Goliath heron. So, these organisms are in the same species.
Falco peregrinus does not have the same scientific name as a Goliath heron. So, Ardea goliath and Falco peregrinus are not in the same species.
Tigrisoma mexicanum does not have the same scientific name as a Goliath heron. So, Ardea goliath and Tigrisoma mexicanum are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_02601,images/train/train_02601.png,"Based on the map, what was true about the Silk Road around the year 1300 CE?","[""The Silk Road included both land and sea routes."", ""The Silk Road was made up of only land routes."", ""The Silk Road connected East Asia and the Americas by sea.""]",3,0,"The map below shows a network of trade routes known as the Silk Road. Between 200 BCE and 1350 CE, merchants, or traders, traveled along many parts of these routes.
Look at the map, which shows the Silk Road around the year 1300 CE. Then answer the question below.",,,closed choice,grade6,social science,world-history,The Silk Road,The medieval Silk Road
train_04616,images/train/train_04616.png,Select the organism in the same genus as the plains zebra.,"[""Equus zebra"", ""Cervus canadensis"", ""Macropus rufus""]",3,0,This organism is a plains zebra. Its scientific name is Equus quagga.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A plains zebra's scientific name is Equus quagga. The first word of its scientific name is Equus.
Cervus canadensis is in the genus Cervus. The first word of its scientific name is Cervus. So, Cervus canadensis and Equus quagga are not in the same genus.
Equus zebra is in the genus Equus. The first word of its scientific name is Equus. So, Equus zebra and Equus quagga are in the same genus.
Macropus rufus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus rufus and Equus quagga are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_08932,images/train/train_08932.png,Select the organism in the same genus as the plains zebra.,"[""Camelus bactrianus"", ""Equus grevyi"", ""Cervus canadensis""]",3,1,This organism is a plains zebra. Its scientific name is Equus quagga.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A plains zebra's scientific name is Equus quagga. The first word of its scientific name is Equus.
Camelus bactrianus is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus bactrianus and Equus quagga are not in the same genus.
Equus grevyi is in the genus Equus. The first word of its scientific name is Equus. So, Equus grevyi and Equus quagga are in the same genus.
Cervus canadensis is in the genus Cervus. The first word of its scientific name is Cervus. So, Cervus canadensis and Equus quagga are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_11941,images/train/train_11941.png,Select the organism in the same species as the plains zebra.,"[""Equus quagga"", ""Camelus bactrianus"", ""Cervus canadensis""]",3,0,This organism is a plains zebra. Its scientific name is Equus quagga.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A plains zebra's scientific name is Equus quagga.
Equus quagga has the same scientific name as a plains zebra. So, these organisms are in the same species.
Camelus bactrianus does not have the same scientific name as a plains zebra. So, Equus quagga and Camelus bactrianus are not in the same species.
Cervus canadensis does not have the same scientific name as a plains zebra. So, Equus quagga and Cervus canadensis are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09851,images/train/train_09851.png,"In this experiment, which were part of an experimental group?","[""the mint plants that did not get earthworms"", ""the mint plants that got earthworms""]",2,1,"The passage below describes an experiment.

Jayden grew ten  on his back porch. He grew each plant in its own pot. Jayden noticed that his plants did not grow many leaves, and he wanted to see if earthworms could help them grow more.
Jayden divided his ten plants into two equal groups. He added three earthworms each to the soil in five of the pots. He did not add any earthworms to the other five pots. Two months later, he counted the number of leaves on each of the ten plants.
Figure: mint plants.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Jayden investigated whether adding earthworms to soil affects how many leaves grow on mint plants. So, the mint plants that got earthworms were part of an experimental group.
There were no earthworms in the soil of the mint plants that did not get earthworms. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_12301,images/train/train_12301.png,"In this experiment, which were part of a control group?","[""the mint plants that did not get earthworms"", ""the mint plants that got earthworms""]",2,0,"The passage below describes an experiment.

Zeke grew ten  on his back porch. He grew each plant in its own pot. Zeke noticed that his plants did not grow many leaves, and he wanted to see if earthworms could help them grow more.
Zeke divided his ten plants into two equal groups. He added three earthworms each to the soil in five of the pots. He did not add any earthworms to the other five pots. Two months later, he counted the number of leaves on each of the ten plants.
Figure: mint plants.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Zeke investigated whether adding earthworms to soil affects how many leaves grow on mint plants. There were no earthworms in the soil of the mint plants that did not get earthworms. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_06050,images/train/train_06050.png,Select the organism in the same genus as the Japanese camellia.,"[""Camellia sasanqua"", ""Trametes versicolor"", ""Hyacinthus orientalis""]",3,0,This organism is a Japanese camellia. Its scientific name is Camellia japonica.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Japanese camellia's scientific name is Camellia japonica. The first word of its scientific name is Camellia.
Hyacinthus orientalis is in the genus Hyacinthus. The first word of its scientific name is Hyacinthus. So, Hyacinthus orientalis and Camellia japonica are not in the same genus.
Trametes versicolor is in the genus Trametes. The first word of its scientific name is Trametes. So, Trametes versicolor and Camellia japonica are not in the same genus.
Camellia sasanqua is in the genus Camellia. The first word of its scientific name is Camellia. So, Camellia sasanqua and Camellia japonica are in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_03301,images/train/train_03301.png,Select the organism in the same species as the great blue heron.,"[""Ardea herodias"", ""Pelecanus rufescens"", ""Falco peregrinus""]",3,0,This organism is a great blue heron. Its scientific name is Ardea herodias.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great blue heron's scientific name is Ardea herodias.
Pelecanus rufescens does not have the same scientific name as a great blue heron. So, Ardea herodias and Pelecanus rufescens are not in the same species.
Falco peregrinus does not have the same scientific name as a great blue heron. So, Ardea herodias and Falco peregrinus are not in the same species.
Ardea herodias has the same scientific name as a great blue heron. So, these organisms are in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_00742,images/train/train_00742.png,Select the organism in the same genus as the cocoi heron.,"[""Ardea purpurea"", ""Strix varia"", ""Tigrisoma mexicanum""]",3,0,This organism is a cocoi heron. Its scientific name is Ardea cocoi.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A cocoi heron's scientific name is Ardea cocoi. The first word of its scientific name is Ardea.
Ardea purpurea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea purpurea and Ardea cocoi are in the same genus.
Strix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Ardea cocoi are not in the same genus.
Tigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Ardea cocoi are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09295,images/train/train_09295.png,Select the organism in the same genus as the cocoi heron.,"[""Falco peregrinus"", ""Pelecanus philippensis"", ""Ardea herodias""]",3,2,This organism is a cocoi heron. Its scientific name is Ardea cocoi.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A cocoi heron's scientific name is Ardea cocoi. The first word of its scientific name is Ardea.
Pelecanus philippensis is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus philippensis and Ardea cocoi are not in the same genus.
Ardea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Ardea cocoi are in the same genus.
Falco peregrinus is in the genus Falco. The first word of its scientific name is Falco. So, Falco peregrinus and Ardea cocoi are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_00449,images/train/train_00449.png,Select the organism in the same genus as the copperband butterflyfish.,"[""Syngnathoides biaculeatus"", ""Alopias pelagicus"", ""Chelmon rostratus""]",3,2,This organism is a copperband butterflyfish. Its scientific name is Chelmon rostratus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A copperband butterflyfish's scientific name is Chelmon rostratus. The first word of its scientific name is Chelmon.
Syngnathoides biaculeatus is in the genus Syngnathoides. The first word of its scientific name is Syngnathoides. So, Syngnathoides biaculeatus and Chelmon rostratus are not in the same genus.
This organism and the copperband butterflyfish are in the same genus and the same species! Both organisms have the same scientific name, Chelmon rostratus.
Alopias pelagicus is in the genus Alopias. The first word of its scientific name is Alopias. So, Alopias pelagicus and Chelmon rostratus are not in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02748,images/train/train_02748.png,Select the organism in the same genus as the common toad.,"[""Bufo bufo"", ""Hyla japonica"", ""Lithobates catesbeianus""]",3,0,This organism is a common toad. Its scientific name is Bufo bufo.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A common toad's scientific name is Bufo bufo. The first word of its scientific name is Bufo.
Lithobates catesbeianus is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates catesbeianus and Bufo bufo are not in the same genus.
This organism and the common toad are in the same genus and the same species! Both organisms have the same scientific name, Bufo bufo.
Hyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Bufo bufo are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_04885,images/train/train_04885.png,Select the organism in the same species as the comet moth.,"[""Acanthaster planci"", ""Sphodromantis viridis"", ""Argema mittrei""]",3,2,This organism is a comet moth. Its scientific name is Argema mittrei.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A comet moth's scientific name is Argema mittrei.
Sphodromantis viridis does not have the same scientific name as a comet moth. So, Argema mittrei and Sphodromantis viridis are not in the same species.
Argema mittrei has the same scientific name as a comet moth. So, these organisms are in the same species.
Acanthaster planci does not have the same scientific name as a comet moth. So, Argema mittrei and Acanthaster planci are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_08711,images/train/train_08711.png,Which statement describes the Kibale National Forest ecosystem?,"[""It has only a few types of organisms."", ""It has many different types of organisms."", ""It has mostly small plants.""]",3,1,"Figure: Kibale National Forest.
Kibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa. This rain forest is home to many African primates, including chimpanzees.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Kibale National Forest ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Kibale National Forest: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants. It has only a few types of organisms.",closed choice,grade7,natural science,biology,Ecosystems,Describe ecosystems
train_00740,images/train/train_00740.png,Which rhetorical appeal is primarily used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,2,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion, by associating the clothing line with fun and adventure.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_03001,images/train/train_03001.png,Select the organism in the same species as the Burmese python.,"[""Python bivittatus"", ""Melanoplus bivittatus"", ""Falco peregrinus""]",3,0,This organism is a Burmese python. Its scientific name is Python bivittatus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Burmese python's scientific name is Python bivittatus.
Melanoplus bivittatus does have the same species within its genus as a Burmese python, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.
Python bivittatus has the same scientific name as a Burmese python. So, these organisms are in the same species.
Falco peregrinus does not have the same scientific name as a Burmese python. So, Python bivittatus and Falco peregrinus are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_00918,images/train/train_00918.png,Select the organism in the same species as the garden hyacinth.,"[""Hyacinthus orientalis"", ""Ovis orientalis"", ""Nerodia cyclopion""]",3,0,This organism is a garden hyacinth. Its scientific name is Hyacinthus orientalis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A garden hyacinth's scientific name is Hyacinthus orientalis.
Nerodia cyclopion does not have the same scientific name as a garden hyacinth. So, Hyacinthus orientalis and Nerodia cyclopion are not in the same species.
Hyacinthus orientalis has the same scientific name as a garden hyacinth. So, these organisms are in the same species.
Ovis orientalis does have the same species within its genus as a garden hyacinth, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09318,images/train/train_09318.png,Select the organism in the same genus as the garden hyacinth.,"[""Hyacinthus orientalis"", ""Ovis orientalis"", ""Lissotriton helveticus""]",3,0,This organism is a garden hyacinth. Its scientific name is Hyacinthus orientalis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A garden hyacinth's scientific name is Hyacinthus orientalis. The first word of its scientific name is Hyacinthus.
Ovis orientalis and Hyacinthus orientalis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Ovis orientalis and Hyacinthus orientalis have the same species name within their genus, orientalis. But the first words of their scientific names are different. Ovis orientalis is in the genus Ovis, and Hyacinthus orientalis is in the genus Hyacinthus.
Lissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Hyacinthus orientalis are not in the same genus.
This organism and the garden hyacinth are in the same genus and the same species! Both organisms have the same scientific name, Hyacinthus orientalis.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01554,images/train/train_01554.png,Select the organism in the same species as the bighorn sheep.,"[""Castor fiber"", ""Alouatta caraya"", ""Ovis canadensis""]",3,2,This organism is a bighorn sheep. Its scientific name is Ovis canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A bighorn sheep's scientific name is Ovis canadensis.
Alouatta caraya does not have the same scientific name as a bighorn sheep. So, Ovis canadensis and Alouatta caraya are not in the same species.
Castor fiber does not have the same scientific name as a bighorn sheep. So, Ovis canadensis and Castor fiber are not in the same species.
Ovis canadensis has the same scientific name as a bighorn sheep. So, these organisms are in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09859,images/train/train_09859.png,Which rhetorical appeal is primarily used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion, by associating the air freshener with positive feelings.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_10342,images/train/train_10342.png,Select the organism in the same species as the European wildcat.,"[""Felis silvestris"", ""Lynx rufus"", ""Lynx canadensis""]",3,0,This organism is a European wildcat. Its scientific name is Felis silvestris.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A European wildcat's scientific name is Felis silvestris.
Lynx rufus does not have the same scientific name as a European wildcat. So, Felis silvestris and Lynx rufus are not in the same species.
Felis silvestris has the same scientific name as a European wildcat. So, these organisms are in the same species.
Lynx canadensis does not have the same scientific name as a European wildcat. So, Felis silvestris and Lynx canadensis are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01992,images/train/train_01992.png,Select the organism in the same genus as the European hedgehog.,"[""Erinaceus europaeus"", ""Lepus europaeus"", ""Alouatta caraya""]",3,0,This organism is a European hedgehog. Its scientific name is Erinaceus europaeus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A European hedgehog's scientific name is Erinaceus europaeus. The first word of its scientific name is Erinaceus.
Alouatta caraya is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta caraya and Erinaceus europaeus are not in the same genus.
This organism and the European hedgehog are in the same genus and the same species! Both organisms have the same scientific name, Erinaceus europaeus.
Lepus europaeus and Erinaceus europaeus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Lepus europaeus and Erinaceus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Lepus europaeus is in the genus Lepus, and Erinaceus europaeus is in the genus Erinaceus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_10455,images/train/train_10455.png,Select the organism in the same species as the European hedgehog.,"[""Erinaceus europaeus"", ""Lepus americanus"", ""Sciurus vulgaris""]",3,0,This organism is a European hedgehog. Its scientific name is Erinaceus europaeus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A European hedgehog's scientific name is Erinaceus europaeus.
Erinaceus europaeus has the same scientific name as a European hedgehog. So, these organisms are in the same species.
Sciurus vulgaris does not have the same scientific name as a European hedgehog. So, Erinaceus europaeus and Sciurus vulgaris are not in the same species.
Lepus americanus does not have the same scientific name as a European hedgehog. So, Erinaceus europaeus and Lepus americanus are not in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02291,images/train/train_02291.png,Which of the following was a dependent variable in this experiment?,"[""the number of Giardia that remained in the water"", ""the length of the filtering straw""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Giardia is a microscopic parasite that lives in water and can infect humans. Dr. Lynch designed a drinking straw that contained a filter to remove Giardia from water. Dr. Lynch wanted to know if a longer filtering straw would remove more Giardia.
Dr. Lynch made six filtering straws: three that were five inches long and three that were ten inches long. She prepared six one-liter batches of water, each containing 10,000 Giardia. Then, Dr. Lynch passed one batch of water through each straw. After each batch passed through the straw, she used a microscope to count the number of Giardia that remained in a small sample of the water.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: the parasite Giardia, viewed with a microscope.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_06605,images/train/train_06605.png,Which of the following was an independent variable in this experiment?,"[""the length of the filtering straw"", ""the number of Giardia that remained in the water""]",2,0,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Giardia is a microscopic parasite that lives in water and can infect humans. Dr. Hoffman designed a drinking straw that contained a filter to remove Giardia from water. Dr. Hoffman wanted to know if a longer filtering straw would remove more Giardia.
Dr. Hoffman made six filtering straws: three that were five inches long and three that were ten inches long. She prepared six one-liter batches of water, each containing 10,000 Giardia. Then, Dr. Hoffman passed one batch of water through each straw. After each batch passed through the straw, she used a microscope to count the number of Giardia that remained in a small sample of the water.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: the parasite Giardia, viewed with a microscope.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",,closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
train_07760,images/train/train_07760.png,Select the organism in the same species as the Eurasian lynx.,"[""Lynx lynx"", ""Dendrobates leucomelas"", ""Lynx canadensis""]",3,0,This organism is a Eurasian lynx. Its scientific name is Lynx lynx.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Eurasian lynx's scientific name is Lynx lynx.
Dendrobates leucomelas does not have the same scientific name as a Eurasian lynx. So, Lynx lynx and Dendrobates leucomelas are not in the same species.
Lynx lynx has the same scientific name as a Eurasian lynx. So, these organisms are in the same species.
Lynx lynx is in the same genus as Lynx canadensis, but they are not in the same species.
Organisms in the same species have the same scientific names. Lynx lynx and Lynx canadensis are different species within the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_07831,images/train/train_07831.png,Select the organism in the same genus as the Goliath heron.,"[""Ardea cocoi"", ""Strix uralensis"", ""Falco tinnunculus""]",3,0,This organism is a Goliath heron. Its scientific name is Ardea goliath.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Goliath heron's scientific name is Ardea goliath. The first word of its scientific name is Ardea.
Falco tinnunculus is in the genus Falco. The first word of its scientific name is Falco. So, Falco tinnunculus and Ardea goliath are not in the same genus.
Strix uralensis is in the genus Strix. The first word of its scientific name is Strix. So, Strix uralensis and Ardea goliath are not in the same genus.
Ardea cocoi is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea cocoi and Ardea goliath are in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_03283,images/train/train_03283.png,Select the organism in the same genus as the barn owl.,"[""Sciurus vulgaris"", ""Tyto alba"", ""Ardea alba""]",3,1,This organism is a barn owl. Its scientific name is Tyto alba.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A barn owl's scientific name is Tyto alba. The first word of its scientific name is Tyto.
This organism and the barn owl are in the same genus and the same species! Both organisms have the same scientific name, Tyto alba.
Sciurus vulgaris is in the genus Sciurus. The first word of its scientific name is Sciurus. So, Sciurus vulgaris and Tyto alba are not in the same genus.
Ardea alba and Tyto alba are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Ardea alba and Tyto alba have the same species name within their genus, alba. But the first words of their scientific names are different. Ardea alba is in the genus Ardea, and Tyto alba is in the genus Tyto.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_12459,images/train/train_12459.png,Select the organism in the same species as the Grevy's zebra.,"[""Macropus giganteus"", ""Equus grevyi"", ""Macropus rufus""]",3,1,This organism is a Grevy's zebra. Its scientific name is Equus grevyi.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Grevy's zebra's scientific name is Equus grevyi.
Macropus rufus does not have the same scientific name as a Grevy's zebra. So, Equus grevyi and Macropus rufus are not in the same species.
Macropus giganteus does not have the same scientific name as a Grevy's zebra. So, Equus grevyi and Macropus giganteus are not in the same species.
Equus grevyi has the same scientific name as a Grevy's zebra. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_02261,images/train/train_02261.png,Select the organism in the same species as the black-headed gull.,"[""Procambarus clarkii"", ""Chroicocephalus serranus"", ""Chroicocephalus ridibundus""]",3,2,This organism is a black-headed gull. Its scientific name is Chroicocephalus ridibundus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black-headed gull's scientific name is Chroicocephalus ridibundus.
Chroicocephalus ridibundus is in the same genus as Chroicocephalus serranus, but they are not in the same species.
Organisms in the same species have the same scientific names. Chroicocephalus ridibundus and Chroicocephalus serranus are different species within the same genus.
Chroicocephalus ridibundus has the same scientific name as a black-headed gull. So, these organisms are in the same species.
Procambarus clarkii does not have the same scientific name as a black-headed gull. So, Chroicocephalus ridibundus and Procambarus clarkii are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_02515,images/train/train_02515.png,Select the organism in the same species as the black-headed gull.,"[""Chroicocephalus ridibundus"", ""Cyanocitta cristata"", ""Goura cristata""]",3,0,This organism is a black-headed gull. Its scientific name is Chroicocephalus ridibundus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A black-headed gull's scientific name is Chroicocephalus ridibundus.
Cyanocitta cristata does not have the same scientific name as a black-headed gull. So, Chroicocephalus ridibundus and Cyanocitta cristata are not in the same species.
Goura cristata does not have the same scientific name as a black-headed gull. So, Chroicocephalus ridibundus and Goura cristata are not in the same species.
Chroicocephalus ridibundus has the same scientific name as a black-headed gull. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02343,images/train/train_02343.png,Select the organism in the same genus as the domestic cat.,"[""Felis chaus"", ""Lynx rufus"", ""Lynx lynx""]",3,0,This organism is a domestic cat. Its scientific name is Felis catus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A domestic cat's scientific name is Felis catus. The first word of its scientific name is Felis.
Lynx lynx is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx lynx and Felis catus are not in the same genus.
Lynx rufus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx rufus and Felis catus are not in the same genus.
Felis chaus is in the genus Felis. The first word of its scientific name is Felis. So, Felis chaus and Felis catus are in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_06862,images/train/train_06862.png,Select the organism in the same species as the domestic cat.,"[""Felis margarita"", ""Pelecanus crispus"", ""Felis catus""]",3,2,This organism is a domestic cat. Its scientific name is Felis catus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A domestic cat's scientific name is Felis catus.
Felis catus is in the same genus as Felis margarita, but they are not in the same species.
Organisms in the same species have the same scientific names. Felis catus and Felis margarita are different species within the same genus.
Pelecanus crispus does not have the same scientific name as a domestic cat. So, Felis catus and Pelecanus crispus are not in the same species.
Felis catus has the same scientific name as a domestic cat. So, these organisms are in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_03104,images/train/train_03104.png,Select the organism in the same genus as the great egret.,"[""Tyto alba"", ""Syngnathoides biaculeatus"", ""Ardea purpurea""]",3,2,This organism is a great egret. Its scientific name is Ardea alba.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.
Ardea purpurea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea purpurea and Ardea alba are in the same genus.
Tyto alba and Ardea alba are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea.
Syngnathoides biaculeatus is in the genus Syngnathoides. The first word of its scientific name is Syngnathoides. So, Syngnathoides biaculeatus and Ardea alba are not in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_10035,images/train/train_10035.png,Which is the main persuasive appeal used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,2,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion. It triggers fear of the discomforts of being sick.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_10620,images/train/train_10620.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion. It appeals to a desire for fun and adventure.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_04821,images/train/train_04821.png,Select the organism in the same genus as the barred owl.,"[""Falco novaeseelandiae"", ""Haliaeetus pelagicus"", ""Strix aluco""]",3,2,This organism is a barred owl. Its scientific name is Strix varia.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A barred owl's scientific name is Strix varia. The first word of its scientific name is Strix.
Falco novaeseelandiae is in the genus Falco. The first word of its scientific name is Falco. So, Falco novaeseelandiae and Strix varia are not in the same genus.
Strix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Strix varia are in the same genus.
Haliaeetus pelagicus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus pelagicus and Strix varia are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05058,images/train/train_05058.png,Select the organism in the same species as the barred owl.,"[""Strix varia"", ""Ardea alba"", ""Tigrisoma mexicanum""]",3,0,This organism is a barred owl. Its scientific name is Strix varia.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A barred owl's scientific name is Strix varia.
Strix varia has the same scientific name as a barred owl. So, these organisms are in the same species.
Ardea alba does not have the same scientific name as a barred owl. So, Strix varia and Ardea alba are not in the same species.
Tigrisoma mexicanum does not have the same scientific name as a barred owl. So, Strix varia and Tigrisoma mexicanum are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_12659,images/train/train_12659.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""pathos (emotion)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character. It shows that the product is used by someone who shares the audience's concerns (a working parent).",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_08637,images/train/train_08637.png,Select the organism in the same genus as the mountain zebra.,"[""Macropus rufus"", ""Equus grevyi"", ""Cervus canadensis""]",3,1,This organism is a mountain zebra. Its scientific name is Equus zebra.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A mountain zebra's scientific name is Equus zebra. The first word of its scientific name is Equus.
Equus grevyi is in the genus Equus. The first word of its scientific name is Equus. So, Equus grevyi and Equus zebra are in the same genus.
Macropus rufus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus rufus and Equus zebra are not in the same genus.
Cervus canadensis is in the genus Cervus. The first word of its scientific name is Cervus. So, Cervus canadensis and Equus zebra are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_12190,images/train/train_12190.png,Select the organism in the same species as the mountain zebra.,"[""Camelus dromedarius"", ""Equus zebra"", ""Cervus canadensis""]",3,1,This organism is a mountain zebra. Its scientific name is Equus zebra.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A mountain zebra's scientific name is Equus zebra.
Camelus dromedarius does not have the same scientific name as a mountain zebra. So, Equus zebra and Camelus dromedarius are not in the same species.
Equus zebra has the same scientific name as a mountain zebra. So, these organisms are in the same species.
Cervus canadensis does not have the same scientific name as a mountain zebra. So, Equus zebra and Cervus canadensis are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_08571,images/train/train_08571.png,Which trait did Priscacara have? Select the trait you can observe on the fossil.,"[""a long fin along its back"", ""a mostly silver body""]",2,0,"This picture shows a fossil of an ancient animal called Priscacara.
In some places, large numbers of Priscacara fossils have been found near each other. This suggests that Priscacara lived in groups.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade3,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_03806,images/train/train_03806.png,Select the organism in the same species as the great egret.,"[""Ardea alba"", ""Falco peregrinus"", ""Ictinia mississippiensis""]",3,0,This organism is a great egret. Its scientific name is Ardea alba.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great egret's scientific name is Ardea alba.
Falco peregrinus does not have the same scientific name as a great egret. So, Ardea alba and Falco peregrinus are not in the same species.
Ardea alba has the same scientific name as a great egret. So, these organisms are in the same species.
Ictinia mississippiensis does not have the same scientific name as a great egret. So, Ardea alba and Ictinia mississippiensis are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06118,images/train/train_06118.png,Select the organism in the same species as the European nightjar.,"[""Caprimulgus europaeus"", ""Ardea alba"", ""Caprimulgus macrurus""]",3,0,This organism is a European nightjar. Its scientific name is Caprimulgus europaeus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A European nightjar's scientific name is Caprimulgus europaeus.
Ardea alba does not have the same scientific name as a European nightjar. So, Caprimulgus europaeus and Ardea alba are not in the same species.
Caprimulgus europaeus has the same scientific name as a European nightjar. So, these organisms are in the same species.
Caprimulgus europaeus is in the same genus as Caprimulgus macrurus, but they are not in the same species.
Organisms in the same species have the same scientific names. Caprimulgus europaeus and Caprimulgus macrurus are different species within the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09005,images/train/train_09005.png,Select the organism in the same genus as the European nightjar.,"[""Larus michahellis"", ""Caprimulgus macrurus"", ""Goura scheepmakeri""]",3,1,This organism is a European nightjar. Its scientific name is Caprimulgus europaeus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A European nightjar's scientific name is Caprimulgus europaeus. The first word of its scientific name is Caprimulgus.
Larus michahellis is in the genus Larus. The first word of its scientific name is Larus. So, Larus michahellis and Caprimulgus europaeus are not in the same genus.
Caprimulgus macrurus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus macrurus and Caprimulgus europaeus are in the same genus.
Goura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Caprimulgus europaeus are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02871,images/train/train_02871.png,Which of the following statements is true?,"[""Soap is a reactant in the saponification reaction."", ""Together, the products of a chemical reaction have the same arrangement of atoms as the reactants."", ""A chemical change occurs during saponification.""]",3,2,"A substance's chemical structure depends on the number and types of atoms in each of its molecules, as well as on how those atoms are arranged. Substances with different chemical structures have different physical and chemical properties.
When a substance is a reactant in a chemical reaction, its chemical structure changes. During the reaction, the atoms that make up the reactants are rearranged to form products. After the reaction, the products together are composed of the same atoms as the reactants, but those atoms are arranged in a different way. So, the products have different chemical structures than the reactants.
The chemical reaction that produces soap is called saponification. During one type of saponification, oil and sodium hydroxide undergo a chemical change to produce glycerol and soap. As a result of this reaction, the soap has different properties than the oil and sodium hydroxide. Some of these properties are what give soap its cleaning ability.",,"Soap is a reactant in the saponification reaction.
Soap is produced during saponification. So, soap is a product, not a reactant, in this reaction.
Together, the products of a chemical reaction have the same arrangement of atoms as the reactants.
The products of a chemical reaction are made up of the same number and types of atoms as the reactants, but the atoms are organized in a different way. So, the products have a different arrangement of atoms compared to the reactants.
A substance's chemical structure affects its properties.
Substances with different chemical structures have different physical and chemical properties. So, a substance's chemical structure affects its properties.
A chemical change occurs during saponification.
Saponification is a chemical reaction. As in all chemical reactions, the reactants go through a chemical change during saponification to form the products.",closed choice,grade7,natural science,chemistry,Chemical reactions,Explore chemical structure and properties: soapmaking
train_01471,images/train/train_01471.png,Select the organism in the same genus as the European wildcat.,"[""Lynx lynx"", ""Lynx canadensis"", ""Felis chaus""]",3,2,This organism is a European wildcat. Its scientific name is Felis silvestris.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A European wildcat's scientific name is Felis silvestris. The first word of its scientific name is Felis.
Lynx lynx is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx lynx and Felis silvestris are not in the same genus.
Felis chaus is in the genus Felis. The first word of its scientific name is Felis. So, Felis chaus and Felis silvestris are in the same genus.
Lynx canadensis is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx canadensis and Felis silvestris are not in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03558,images/train/train_03558.png,Select the organism in the same species as the European wildcat.,"[""Felis silvestris"", ""Neofelis nebulosa"", ""Lynx canadensis""]",3,0,This organism is a European wildcat. Its scientific name is Felis silvestris.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A European wildcat's scientific name is Felis silvestris.
Felis silvestris has the same scientific name as a European wildcat. So, these organisms are in the same species.
Lynx canadensis does not have the same scientific name as a European wildcat. So, Felis silvestris and Lynx canadensis are not in the same species.
Neofelis nebulosa does not have the same scientific name as a European wildcat. So, Felis silvestris and Neofelis nebulosa are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_05728,images/train/train_05728.png,Select the organism in the same genus as the Morelet's tree frog.,"[""Chroicocephalus novaehollandiae"", ""Agalychnis spurrelli"", ""Crocodylus moreletii""]",3,1,This organism is a Morelet's tree frog. Its scientific name is Agalychnis moreletii.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Morelet's tree frog's scientific name is Agalychnis moreletii. The first word of its scientific name is Agalychnis.
Crocodylus moreletii and Agalychnis moreletii are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Crocodylus moreletii and Agalychnis moreletii have the same species name within their genus, moreletii. But the first words of their scientific names are different. Crocodylus moreletii is in the genus Crocodylus, and Agalychnis moreletii is in the genus Agalychnis.
Agalychnis spurrelli is in the genus Agalychnis. The first word of its scientific name is Agalychnis. So, Agalychnis spurrelli and Agalychnis moreletii are in the same genus.
Chroicocephalus novaehollandiae is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus novaehollandiae and Agalychnis moreletii are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_08470,images/train/train_08470.png,Select the organism in the same genus as the Morelet's tree frog.,"[""Crocodylus moreletii"", ""Agalychnis callidryas"", ""Lissotriton vulgaris""]",3,1,This organism is a Morelet's tree frog. Its scientific name is Agalychnis moreletii.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Morelet's tree frog's scientific name is Agalychnis moreletii. The first word of its scientific name is Agalychnis.
Agalychnis callidryas is in the genus Agalychnis. The first word of its scientific name is Agalychnis. So, Agalychnis callidryas and Agalychnis moreletii are in the same genus.
Lissotriton vulgaris is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton vulgaris and Agalychnis moreletii are not in the same genus.
Crocodylus moreletii and Agalychnis moreletii are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Crocodylus moreletii and Agalychnis moreletii have the same species name within their genus, moreletii. But the first words of their scientific names are different. Crocodylus moreletii is in the genus Crocodylus, and Agalychnis moreletii is in the genus Agalychnis.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02316,images/train/train_02316.png,"Complete the sentence.
The Andean Volcanic Belt formed at a () boundary.","[""convergent"", ""divergent"", ""transform""]",3,0,"Read the passage and look at the picture.
The Andean Volcanic Belt spans the west coast of South America. This volcanic belt began to form when the Nazca Plate moved toward and subducted, or sank, below the South American Plate.
Nineteen of the volcanoes in the Andean Volcanic Zone are in Colombia. Some of these volcanoes, such as the Nevado Del Ruiz volcano, are covered with ice and snow. When Nevado Del Ruiz erupts, the lava melts the ice and snow. This process can form a dangerous mudslide called a lahar.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
ocean-continent subduction zone
One type of convergent boundary is an ocean-continent subduction zone, which forms when a plate with oceanic crust and a plate with continental crust move toward each other. The oceanic crust subducts, or sinks, below the continental crust.
As the oceanic crust subducts, a deep-sea trench forms at the plate boundary. Some rock in the subducting plate melts into magma and rises toward the surface. The magma cools and hardens to create a string of volcanoes called a volcanic arc.","To figure out what type of plate boundary formed the Andean Volcanic Belt, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Andean Volcanic Belt spans the west coast of South America. This volcanic belt began to form when the Nazca Plate moved toward and subducted, or sank, below the South American Plate.
Nineteen of the volcanoes in the Andean Volcanic Zone are in Colombia. Some of these volcanoes, such as the Nevado Del Ruiz volcano, are covered with ice and snow. When Nevado Del Ruiz erupts, the lava melts the ice and snow. This process can form a dangerous mudslide called a lahar.
The underlined part of the passage explains that the Andean Volcanic Belt formed as the two plates moved toward each other. So, the Andean Volcanic Belt formed at a convergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_02180,images/train/train_02180.png,Select the organism in the same species as the domestic cat.,"[""Neofelis nebulosa"", ""Lynx lynx"", ""Felis catus""]",3,2,This organism is a domestic cat. Its scientific name is Felis catus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A domestic cat's scientific name is Felis catus.
Lynx lynx does not have the same scientific name as a domestic cat. So, Felis catus and Lynx lynx are not in the same species.
Neofelis nebulosa does not have the same scientific name as a domestic cat. So, Felis catus and Neofelis nebulosa are not in the same species.
Felis catus has the same scientific name as a domestic cat. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_03932,images/train/train_03932.png,Select the organism in the same genus as the smooth-sided toad.,"[""Hyla japonica"", ""Bufo viridis"", ""Hyla cinerea""]",3,1,This organism is a smooth-sided toad. Its scientific name is Bufo guttatus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A smooth-sided toad's scientific name is Bufo guttatus. The first word of its scientific name is Bufo.
Bufo viridis is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo viridis and Bufo guttatus are in the same genus.
Hyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Bufo guttatus are not in the same genus.
Hyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Bufo guttatus are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_11294,images/train/train_11294.png,Select the organism in the same genus as the great egret.,"[""Ardea purpurea"", ""Caprimulgus macrurus"", ""Tyto alba""]",3,0,This organism is a great egret. Its scientific name is Ardea alba.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.
Ardea purpurea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea purpurea and Ardea alba are in the same genus.
Caprimulgus macrurus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus macrurus and Ardea alba are not in the same genus.
Tyto alba and Ardea alba are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_04143,images/train/train_04143.png,"Complete the sentence.
The East Pacific Rise formed at a () boundary.","[""divergent"", ""transform"", ""convergent""]",3,0,"Read the passage and look at the picture.
The East Pacific Rise is a massive underwater mountain range. It stretches from Mexico's Gulf of California almost all the way to Antarctica. The northernmost part of the East Pacific Rise is where the North American Plate and the Pacific Plate are moving away from each other, carrying the Baja Peninsula farther from mainland Mexico. The East Pacific Rise is growing quickly. The two plates are moving apart at a rate of 6 to 16 centimeters per year!","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
At a divergent boundary, two plates are moving away from each other.
divergent plate boundary
When plates at a divergent boundary move apart, cracks form in the crust along the boundary. Melted rock rises from below the crust to fill these cracks. As the melted rock cools and hardens, it becomes new oceanic crust.
Newer oceanic crust weighs less than older oceanic crust. So, the crust on either side of the boundary rises up higher than the older crust that is farther from the boundary. This difference in elevation creates a mid-ocean ridge, or underwater mountain chain. Between the two plates, there may be a deep rift valley.","To figure out what type of plate boundary formed the East Pacific Rise, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The East Pacific Rise is a massive underwater mountain range. It stretches from Mexico's Gulf of California almost all the way to Antarctica. The northernmost part of the East Pacific Rise is where the North American Plate and the Pacific Plate are moving away from each other, carrying the Baja Peninsula farther from mainland Mexico. The East Pacific Rise is growing quickly. The two plates are moving apart at a rate of 6 to 16 centimeters per year!
The underlined part of the passage explains that the East Pacific Rise formed as the two plates moved away from each other, or diverged. So, the East Pacific Rise formed at a divergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_00991,images/train/train_00991.png,Select the organism in the same species as the common sheep.,"[""Castor fiber"", ""Ovis aries"", ""Alouatta caraya""]",3,1,This organism is a common sheep. Its scientific name is Ovis aries.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A common sheep's scientific name is Ovis aries.
Alouatta caraya does not have the same scientific name as a common sheep. So, Ovis aries and Alouatta caraya are not in the same species.
Ovis aries has the same scientific name as a common sheep. So, these organisms are in the same species.
Castor fiber does not have the same scientific name as a common sheep. So, Ovis aries and Castor fiber are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_08150,images/train/train_08150.png,"Complete the sentence.
The Kuril Islands formed at a () boundary.","[""convergent"", ""divergent"", ""transform""]",3,0,"Read the passage and look at the picture.
The Kuril Islands are part of a volcanic arc that begins near northern Japan and runs north toward Russia’s Kamchatka Peninsula. The islands trace a tectonic boundary where the Pacific Plate moves toward and subducts, or sinks, below the Okhotsk Plate.
Volcanoes in the Kuril Islands are still active. On June 12, 2009, the Sarychev Volcano erupted just as the International Space Station was orbiting over the Kuril Islands. The astronauts aboard the space station were treated to a stunning view of the eruption.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
One type of convergent boundary is an ocean-ocean subduction zone, which forms when two plates with oceanic crust move toward each other. One of the plates subducts, or sinks, below the other.
When one of the plates subducts, a deep-sea trench forms at the plate boundary. Some rock in the subducting plate melts into magma and rises toward the surface. The magma cools and hardens to create a string of volcanoes in the ocean called a volcanic island arc.","To figure out what type of plate boundary formed the Kuril Islands, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Kuril Islands are part of a volcanic arc that begins near northern Japan and runs north toward Russia’s Kamchatka Peninsula. The islands trace a tectonic boundary where the Pacific Plate moves toward and subducts, or sinks, below the Okhotsk Plate.
Volcanoes in the Kuril Islands are still active. On June 12, 2009, the Sarychev Volcano erupted just as the International Space Station was orbiting over the Kuril Islands. The astronauts aboard the space station were treated to a stunning view of the eruption.
The underlined part of the passage explains that the Kuril Islands formed as the two plates moved toward each other. So, the Kuril Islands formed at a convergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_03465,images/train/train_03465.png,Select the organism in the same species as the Iberian lynx.,"[""Felis silvestris"", ""Felis nigripes"", ""Lynx pardinus""]",3,2,This organism is an Iberian lynx. Its scientific name is Lynx pardinus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An Iberian lynx's scientific name is Lynx pardinus.
Felis nigripes does not have the same scientific name as an Iberian lynx. So, Lynx pardinus and Felis nigripes are not in the same species.
Lynx pardinus has the same scientific name as an Iberian lynx. So, these organisms are in the same species.
Felis silvestris does not have the same scientific name as an Iberian lynx. So, Lynx pardinus and Felis silvestris are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_00859,images/train/train_00859.png,Select the organism in the same species as the bighorn sheep.,"[""Ovis canadensis"", ""Alouatta palliata"", ""Alouatta caraya""]",3,0,This organism is a bighorn sheep. Its scientific name is Ovis canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A bighorn sheep's scientific name is Ovis canadensis.
Alouatta caraya does not have the same scientific name as a bighorn sheep. So, Ovis canadensis and Alouatta caraya are not in the same species.
Ovis canadensis has the same scientific name as a bighorn sheep. So, these organisms are in the same species.
Alouatta palliata does not have the same scientific name as a bighorn sheep. So, Ovis canadensis and Alouatta palliata are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_08859,images/train/train_08859.png,Select the organism in the same genus as the bighorn sheep.,"[""Ovis orientalis"", ""Macropus agilis"", ""Alouatta palliata""]",3,0,This organism is a bighorn sheep. Its scientific name is Ovis canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A bighorn sheep's scientific name is Ovis canadensis. The first word of its scientific name is Ovis.
Ovis orientalis is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis orientalis and Ovis canadensis are in the same genus.
Alouatta palliata is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta palliata and Ovis canadensis are not in the same genus.
Macropus agilis is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus agilis and Ovis canadensis are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01419,images/train/train_01419.png,"Is the air inside a tire a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","The air inside a tire is a gas. A gas expands to fill a space.
The air in a tire expands to fill all the space inside the tire. If air leaks out, it will expand into the space around the tire.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_03421,images/train/train_03421.png,Which statement describes the Gran Sabana ecosystem?,"[""It has cool summers and long, cold winters."", ""It has a small amount of rain."", ""It has soil that is poor in nutrients.""]",3,2,"Figure: Gran Sabana.
The Gran Sabana is a savanna grassland ecosystem in southeastern Venezuela. This savanna has many flat-topped mountains called mesas.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statement describes the Gran Sabana ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has soil that is poor in nutrients. The following statements do not describe the Gran Sabana: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a small amount of rain. It has cool summers and long, cold winters.",closed choice,grade7,natural science,biology,Ecosystems,Describe ecosystems
train_11322,images/train/train_11322.png,Select the organism in the same genus as the American alligator.,"[""Trametes versicolor"", ""Ictinia mississippiensis"", ""Alligator mississippiensis""]",3,2,This organism is an American alligator. Its scientific name is Alligator mississippiensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An American alligator's scientific name is Alligator mississippiensis. The first word of its scientific name is Alligator.
This organism and the American alligator are in the same genus and the same species! Both organisms have the same scientific name, Alligator mississippiensis.
Ictinia mississippiensis and Alligator mississippiensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Ictinia mississippiensis and Alligator mississippiensis have the same species name within their genus, mississippiensis. But the first words of their scientific names are different. Ictinia mississippiensis is in the genus Ictinia, and Alligator mississippiensis is in the genus Alligator.
Trametes versicolor is in the genus Trametes. The first word of its scientific name is Trametes. So, Trametes versicolor and Alligator mississippiensis are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03018,images/train/train_03018.png,Select the chemical formula for this molecule.,"[""P3C"", ""HPCl3"", ""PCl2"", ""PCl3""]",4,3,,"Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas to represent molecules.
A ball-and-stick model of a molecule is shown below.
The balls represent atoms. The sticks represent the chemical bonds between the atoms.
Notice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.
Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.
The molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.
The chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.
In chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.
The symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.","P is the symbol for phosphorus. Cl is the symbol for chlorine. This ball-and-stick model shows a molecule with one phosphorus atom and three chlorine atoms.
The chemical formula will contain the symbols P and Cl. There is one phosphorus atom, so P will not have a subscript. There are three chlorine atoms, so Cl will have a subscript of 3.
The correct formula is PCl3.
The diagram below shows how each part of the chemical formula matches with each part of the model above.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
train_02285,images/train/train_02285.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,2,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason. It mentions the results of studies and focuses on practical benefits of the product.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_00851,images/train/train_00851.png,Select the organism in the same genus as the bighorn sheep.,"[""Macropus agilis"", ""Hystrix cristata"", ""Ovis dalli""]",3,2,This organism is a bighorn sheep. Its scientific name is Ovis canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A bighorn sheep's scientific name is Ovis canadensis. The first word of its scientific name is Ovis.
Ovis dalli is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis dalli and Ovis canadensis are in the same genus.
Hystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Ovis canadensis are not in the same genus.
Macropus agilis is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus agilis and Ovis canadensis are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_05252,images/train/train_05252.png,Select the organism in the same genus as the European wildcat.,"[""Felis nigripes"", ""Lynx rufus"", ""Neofelis nebulosa""]",3,0,This organism is a European wildcat. Its scientific name is Felis silvestris.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A European wildcat's scientific name is Felis silvestris. The first word of its scientific name is Felis.
Lynx rufus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx rufus and Felis silvestris are not in the same genus.
Felis nigripes is in the genus Felis. The first word of its scientific name is Felis. So, Felis nigripes and Felis silvestris are in the same genus.
Neofelis nebulosa is in the genus Neofelis. The first word of its scientific name is Neofelis. So, Neofelis nebulosa and Felis silvestris are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_02513,images/train/train_02513.png,Select the organism in the same species as the Andean gull.,"[""Larus livens"", ""Goura victoria"", ""Chroicocephalus serranus""]",3,2,This organism is an Andean gull. Its scientific name is Chroicocephalus serranus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An Andean gull's scientific name is Chroicocephalus serranus.
Chroicocephalus serranus has the same scientific name as an Andean gull. So, these organisms are in the same species.
Goura victoria does not have the same scientific name as an Andean gull. So, Chroicocephalus serranus and Goura victoria are not in the same species.
Larus livens does not have the same scientific name as an Andean gull. So, Chroicocephalus serranus and Larus livens are not in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02644,images/train/train_02644.png,Which statement describes the Kibale National Forest ecosystem?,"[""It has mostly small plants."", ""It has year-round rain and warm temperatures."", ""It has only a few types of organisms.""]",3,1,"Figure: Kibale National Forest.
Kibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa. This rain forest is home to many African primates, including chimpanzees.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Kibale National Forest ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has year-round rain and warm temperatures. The following statements do not describe Kibale National Forest: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has only a few types of organisms. It has mostly small plants.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
train_05928,images/train/train_05928.png,Select the organism in the same species as the brown pelican.,"[""Pelecanus occidentalis"", ""Ardea cocoi"", ""Strix uralensis""]",3,0,This organism is a brown pelican. Its scientific name is Pelecanus occidentalis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A brown pelican's scientific name is Pelecanus occidentalis.
Pelecanus occidentalis has the same scientific name as a brown pelican. So, these organisms are in the same species.
Ardea cocoi does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Ardea cocoi are not in the same species.
Strix uralensis does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Strix uralensis are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01959,images/train/train_01959.png,Select the organism in the same genus as the Canada lynx.,"[""Lynx canadensis"", ""Dendrobates leucomelas"", ""Castor canadensis""]",3,0,This organism is a Canada lynx. Its scientific name is Lynx canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Canada lynx's scientific name is Lynx canadensis. The first word of its scientific name is Lynx.
Castor canadensis and Lynx canadensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Castor canadensis and Lynx canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Castor canadensis is in the genus Castor, and Lynx canadensis is in the genus Lynx.
Dendrobates leucomelas is in the genus Dendrobates. The first word of its scientific name is Dendrobates. So, Dendrobates leucomelas and Lynx canadensis are not in the same genus.
This organism and the Canada lynx are in the same genus and the same species! Both organisms have the same scientific name, Lynx canadensis.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03562,images/train/train_03562.png,Select the organism in the same genus as the Canada lynx.,"[""Caprimulgus europaeus"", ""Lynx pardinus"", ""Cervus canadensis""]",3,1,This organism is a Canada lynx. Its scientific name is Lynx canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Canada lynx's scientific name is Lynx canadensis. The first word of its scientific name is Lynx.
Caprimulgus europaeus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus europaeus and Lynx canadensis are not in the same genus.
Cervus canadensis and Lynx canadensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Cervus canadensis and Lynx canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Cervus canadensis is in the genus Cervus, and Lynx canadensis is in the genus Lynx.
Lynx pardinus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx pardinus and Lynx canadensis are in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_07747,images/train/train_07747.png,Select the organism in the same species as the Canada lynx.,"[""Lynx canadensis"", ""Felis silvestris"", ""Felis margarita""]",3,0,This organism is a Canada lynx. Its scientific name is Lynx canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Canada lynx's scientific name is Lynx canadensis.
Felis silvestris does not have the same scientific name as a Canada lynx. So, Lynx canadensis and Felis silvestris are not in the same species.
Felis margarita does not have the same scientific name as a Canada lynx. So, Lynx canadensis and Felis margarita are not in the same species.
Lynx canadensis has the same scientific name as a Canada lynx. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_03037,images/train/train_03037.png,"Complete the sentence.
Silfra formed at a () boundary.","[""divergent"", ""transform"", ""convergent""]",3,0,"Read the passage and look at the picture.
Silfra is a rift valley that runs along part of the Mid-Atlantic Ridge in Iceland. This picture of Silfra shows an area where large cracks formed as the North American Plate and the Eurasian Plate moved away from each other. In this area, the rift cuts through an underwater spring, causing the cracks to fill with crystal-clear water. Because the water is so clear, it is a popular spot for scuba divers.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
At a divergent boundary, two plates are moving away from each other.
divergent plate boundary
When plates at a divergent boundary move apart, cracks form in the crust along the boundary. Melted rock rises from below the crust to fill these cracks. As the melted rock cools and hardens, it becomes new oceanic crust.
Newer oceanic crust weighs less than older oceanic crust. So, the crust on either side of the boundary rises up higher than the older crust that is farther from the boundary. This difference in elevation creates a mid-ocean ridge, or underwater mountain chain. Between the two plates, there may be a deep rift valley.","To figure out what type of plate boundary formed Silfra, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
Silfra is a rift valley that runs along part of the Mid-Atlantic Ridge in Iceland. This picture of Silfra shows an area where large cracks formed as the North American Plate and the Eurasian Plate moved away from each other. In this area, the rift cuts through an underwater spring, causing the cracks to fill with crystal-clear water. Because the water is so clear, it is a popular spot for scuba divers.
The underlined part of the passage explains that Silfra formed as the two plates moved away from each other, or diverged. So, Silfra formed at a divergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_02863,images/train/train_02863.png,Select the organism in the same species as the yellow-footed gull.,"[""Goura cristata"", ""Caprimulgus macrurus"", ""Larus livens""]",3,2,This organism is a yellow-footed gull. Its scientific name is Larus livens.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A yellow-footed gull's scientific name is Larus livens.
Larus livens has the same scientific name as a yellow-footed gull. So, these organisms are in the same species.
Goura cristata does not have the same scientific name as a yellow-footed gull. So, Larus livens and Goura cristata are not in the same species.
Caprimulgus macrurus does not have the same scientific name as a yellow-footed gull. So, Larus livens and Caprimulgus macrurus are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_11041,images/train/train_11041.png,"Complete the sentence.
The Taupo Volcanic Zone formed at a () boundary.","[""convergent"", ""transform"", ""divergent""]",3,0,"Read the passage and look at the picture.
The Taupo Volcanic Zone is located on New Zealand’s North Island. This volcanic zone is part of a volcanic arc that formed as the Pacific Plate moved toward and subducted below the Indo-Australian Plate. This area has many volcanoes that have been erupting periodically for thousands of years. In 232 CE, Taupo Volcano erupted violently. The volcanic eruption ejected gas and rock up to 80 kilometers away. This was one of the most powerful volcanic eruptions on Earth in the last 12,000 years!","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
ocean-continent subduction zone
One type of convergent boundary is an ocean-continent subduction zone, which forms when a plate with oceanic crust and a plate with continental crust move toward each other. The oceanic crust subducts, or sinks, below the continental crust.
As the oceanic crust subducts, a deep-sea trench forms at the plate boundary. Some rock in the subducting plate melts into magma and rises toward the surface. The magma cools and hardens to create a string of volcanoes called a volcanic arc.","To figure out what type of plate boundary formed the Taupo Volcanic Zone, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Taupo Volcanic Zone is located on New Zealand’s North Island. This volcanic zone is part of a volcanic arc that formed as the Pacific Plate moved toward and subducted below the Indo-Australian Plate. This area has many volcanoes that have been erupting periodically for thousands of years. In 232 CE, Taupo Volcano erupted violently. The volcanic eruption ejected gas and rock up to 80 kilometers away. This was one of the most powerful volcanic eruptions on Earth in the last 12,000 years!
The underlined part of the passage explains that the Taupo Volcanic Zone formed as the two plates moved toward each other. So, the Taupo Volcanic Zone formed at a convergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_02548,images/train/train_02548.png,Select the organism in the same genus as the Canada lynx.,"[""Lynx canadensis"", ""Felis catus"", ""Felis chaus""]",3,0,This organism is a Canada lynx. Its scientific name is Lynx canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Canada lynx's scientific name is Lynx canadensis. The first word of its scientific name is Lynx.
Felis catus is in the genus Felis. The first word of its scientific name is Felis. So, Felis catus and Lynx canadensis are not in the same genus.
This organism and the Canada lynx are in the same genus and the same species! Both organisms have the same scientific name, Lynx canadensis.
Felis chaus is in the genus Felis. The first word of its scientific name is Felis. So, Felis chaus and Lynx canadensis are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06179,images/train/train_06179.png,Select the organism in the same genus as the Canada lynx.,"[""Lithobates catesbeianus"", ""Lynx pardinus"", ""Castor canadensis""]",3,1,This organism is a Canada lynx. Its scientific name is Lynx canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Canada lynx's scientific name is Lynx canadensis. The first word of its scientific name is Lynx.
Lithobates catesbeianus is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates catesbeianus and Lynx canadensis are not in the same genus.
Lynx pardinus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx pardinus and Lynx canadensis are in the same genus.
Castor canadensis and Lynx canadensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Castor canadensis and Lynx canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Castor canadensis is in the genus Castor, and Lynx canadensis is in the genus Lynx.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_08885,images/train/train_08885.png,Select the organism in the same genus as the Canada lynx.,"[""Lynx lynx"", ""Castor canadensis"", ""Camellia japonica""]",3,0,This organism is a Canada lynx. Its scientific name is Lynx canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Canada lynx's scientific name is Lynx canadensis. The first word of its scientific name is Lynx.
Castor canadensis and Lynx canadensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Castor canadensis and Lynx canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Castor canadensis is in the genus Castor, and Lynx canadensis is in the genus Lynx.
Lynx lynx is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx lynx and Lynx canadensis are in the same genus.
Camellia japonica is in the genus Camellia. The first word of its scientific name is Camellia. So, Camellia japonica and Lynx canadensis are not in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05459,images/train/train_05459.png,Select the organism in the same genus as the gray heron.,"[""Chroicocephalus novaehollandiae"", ""Ardea herodias"", ""Hyla cinerea""]",3,1,This organism is a gray heron. Its scientific name is Ardea cinerea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A gray heron's scientific name is Ardea cinerea. The first word of its scientific name is Ardea.
Chroicocephalus novaehollandiae is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus novaehollandiae and Ardea cinerea are not in the same genus.
Ardea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Ardea cinerea are in the same genus.
Hyla cinerea and Ardea cinerea are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Hyla cinerea and Ardea cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Hyla cinerea is in the genus Hyla, and Ardea cinerea is in the genus Ardea.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06140,images/train/train_06140.png,Select the organism in the same genus as the gray heron.,"[""Tigrisoma mexicanum"", ""Ardea alba"", ""Falco peregrinus""]",3,1,This organism is a gray heron. Its scientific name is Ardea cinerea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A gray heron's scientific name is Ardea cinerea. The first word of its scientific name is Ardea.
Falco peregrinus is in the genus Falco. The first word of its scientific name is Falco. So, Falco peregrinus and Ardea cinerea are not in the same genus.
Ardea alba is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea alba and Ardea cinerea are in the same genus.
Tigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Ardea cinerea are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_06599,images/train/train_06599.png,Select the organism in the same genus as the gray heron.,"[""Hyla cinerea"", ""Balearica pavonina"", ""Ardea goliath""]",3,2,This organism is a gray heron. Its scientific name is Ardea cinerea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A gray heron's scientific name is Ardea cinerea. The first word of its scientific name is Ardea.
Balearica pavonina is in the genus Balearica. The first word of its scientific name is Balearica. So, Balearica pavonina and Ardea cinerea are not in the same genus.
Hyla cinerea and Ardea cinerea are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Hyla cinerea and Ardea cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Hyla cinerea is in the genus Hyla, and Ardea cinerea is in the genus Ardea.
Ardea goliath is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea goliath and Ardea cinerea are in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_11848,images/train/train_11848.png,Select the organism in the same species as the gray heron.,"[""Pelecanus occidentalis"", ""Ardea cinerea"", ""Strix varia""]",3,1,This organism is a gray heron. Its scientific name is Ardea cinerea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A gray heron's scientific name is Ardea cinerea.
Strix varia does not have the same scientific name as a gray heron. So, Ardea cinerea and Strix varia are not in the same species.
Pelecanus occidentalis does not have the same scientific name as a gray heron. So, Ardea cinerea and Pelecanus occidentalis are not in the same species.
Ardea cinerea has the same scientific name as a gray heron. So, these organisms are in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06133,images/train/train_06133.png,Which statement describes the Great Basin Desert ecosystem?,"[""It has year-round snow."", ""It has a small amount of rain or snow."", ""It has a medium amount of rain.""]",3,1,"Figure: Great Basin Desert.
The Great Basin Desert is a cold desert ecosystem in the western United States that covers much of Nevada. This desert also covers parts of Utah, California, and Idaho.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statement describes the Great Basin Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has a small amount of rain or snow. The following statements do not describe the Great Basin Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has year-round snow. It has a medium amount of rain.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_12613,images/train/train_12613.png,"Complete the sentence.
The Sunda Trench formed at a () boundary.","[""convergent"", ""transform"", ""divergent""]",3,0,"Read the passage and look at the picture.
The Sunda Trench is a deep-sea trench that formed as the Indo-Australian Plate collided with the Sunda Plate. Movement at this plate boundary can cause earthquakes and devastating tsunamis. A tsunami is a series of giant waves that may form when oceanic crust is suddenly lifted by an earthquake. In December 2004, an earthquake and the resulting tsunami affected millions of people in countries surrounding the Indian Ocean.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
ocean-continent subduction zone
One type of convergent boundary is an ocean-continent subduction zone, which forms when a plate with oceanic crust and a plate with continental crust move toward each other. The oceanic crust subducts, or sinks, below the continental crust.
As the oceanic crust subducts, a deep-sea trench forms at the plate boundary. Some rock in the subducting plate melts into magma and rises toward the surface. The magma cools and hardens to create a string of volcanoes called a volcanic arc.","To figure out what type of plate boundary formed the Sunda Trench, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Sunda Trench is a deep-sea trench that formed as the Indo-Australian Plate collided with the Sunda Plate. Movement at this plate boundary can cause earthquakes and devastating tsunamis. A tsunami is a series of giant waves that may form when oceanic crust is suddenly lifted by an earthquake. In December 2004, an earthquake and the resulting tsunami affected millions of people in countries surrounding the Indian Ocean.
The underlined part of the passage explains that the Sunda Trench formed as the two plates moved toward each other. So, the Sunda Trench formed at a convergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_06838,images/train/train_06838.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""AcrB gene . . . AcrB protein"", ""AcrB protein . . . AcrB gene""]",2,0,"The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.

Antibiotics are substances that get inside bacterial cells and cause them to die. Doctors often use antibiotics to kill bacteria that cause infections, such as Salmonella typhimurium (S. typhimurium).
A doctor found  that were not killed by certain antibiotics. These bacteria had a mutation in the AcrB gene. The AcrB gene encodes the AcrB protein. The AcrB protein is part of a structure that pumps substances out of the bacterial cell.
Compared to the AcrB gene without a mutation, the mutated AcrB gene encoded a form of the AcrB protein with a different structure.
This different form of the AcrB protein was able to pump certain antibiotics out of the cell.
Figure: S. typhimurium bacteria.","An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.","A mutation in a gene may affect the protein it encodes.
So, the mutation in the AcrB gene affected the structure and function of the AcrB protein.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
train_01658,images/train/train_01658.png,"In this experiment, which were part of an experimental group?","[""the cups that got cardboard sleeves"", ""the cups that did not get cardboard sleeves""]",2,0,"The passage below describes an experiment.

Justin drank coffee out of a paper cup. He remembered that his coffee shop had cardboard sleeves for their coffee cups. He wondered if using a sleeve would help keep the coffee warm.
Justin placed a cardboard sleeve on each of three paper cups. He left three other cups without sleeves. Then, he poured the same amount of coffee into each of the six cups. He measured the temperature of the coffee in each cup every minute for ten minutes.
Figure: a coffee cup with a cardboard sleeve.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Justin investigated whether adding cardboard sleeves to coffee cups affects how quickly coffee cools. So, the cups that got cardboard sleeves were part of an experimental group.
There were no sleeves on the cups that did not get cardboard sleeves. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_07662,images/train/train_07662.png,"In this experiment, which were part of a control group?","[""the cups that did not get cardboard sleeves"", ""the cups that got cardboard sleeves""]",2,0,"The passage below describes an experiment.

Samuel drank coffee out of a paper cup. He remembered that his coffee shop had cardboard sleeves for their coffee cups. He wondered if using a sleeve would help keep the coffee warm.
Samuel placed a cardboard sleeve on each of three paper cups. He left three other cups without sleeves. Then, he poured the same amount of coffee into each of the six cups. He measured the temperature of the coffee in each cup every minute for ten minutes.
Figure: a coffee cup with a cardboard sleeve.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Samuel investigated whether adding cardboard sleeves to coffee cups affects how quickly coffee cools. There were no sleeves on the cups that did not get cardboard sleeves. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_06841,images/train/train_06841.png,Select the organism in the same genus as the silver gull.,"[""Caprimulgus macrurus"", ""Polysticta stelleri"", ""Chroicocephalus scopulinus""]",3,2,This organism is a silver gull. Its scientific name is Chroicocephalus novaehollandiae.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A silver gull's scientific name is Chroicocephalus novaehollandiae. The first word of its scientific name is Chroicocephalus.
Caprimulgus macrurus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus macrurus and Chroicocephalus novaehollandiae are not in the same genus.
Polysticta stelleri is in the genus Polysticta. The first word of its scientific name is Polysticta. So, Polysticta stelleri and Chroicocephalus novaehollandiae are not in the same genus.
Chroicocephalus scopulinus is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus scopulinus and Chroicocephalus novaehollandiae are in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03642,images/train/train_03642.png,Select the organism in the same species as the great egret.,"[""Falco tinnunculus"", ""Falco peregrinus"", ""Ardea alba""]",3,2,This organism is a great egret. Its scientific name is Ardea alba.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A great egret's scientific name is Ardea alba.
Falco tinnunculus does not have the same scientific name as a great egret. So, Ardea alba and Falco tinnunculus are not in the same species.
Ardea alba has the same scientific name as a great egret. So, these organisms are in the same species.
Falco peregrinus does not have the same scientific name as a great egret. So, Ardea alba and Falco peregrinus are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_04265,images/train/train_04265.png,"In this experiment, which were part of a control group?","[""the roses that were not sprayed"", ""the roses sprayed with garlic juice""]",2,0,"The passage below describes an experiment.

Mia grew roses for a flower shop. One day, she noticed tumor-like growths on her rose stems. She could tell that the plants had crown gall disease, which is caused by a type of bacteria. She knew that allicin, a chemical in garlic, can kill bacteria. Mia wondered if spraying her plants with garlic juice would prevent more tumors from forming on her plants.
Once a day, Mia sprayed garlic juice on ten infected plants and left another 10 infected plants unsprayed. After one month, she compared the number of new tumors on plants in the two groups.
Figure: crown gall tumors on a rose stem.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Mia investigated whether spraying roses with garlic juice affects how many crown gall tumors form. The roses that were not sprayed did not get garlic juice. So, they were part of a control group.",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_06528,images/train/train_06528.png,Which better describes the Kaeng Krachan National Park ecosystem?,"[""It has year-round rain. It also has soil that is poor in nutrients."", ""It has soil that is poor in nutrients. It also has only a few types of organisms.""]",2,0,"Figure: Kaeng Krachan National Park.
Kaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Kaeng Krachan National Park has year-round rain. It also has soil that is poor in nutrients.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_06565,images/train/train_06565.png,"Is a garbage can a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A garbage can is a solid. A solid has a size and shape of its own.
You can open or close a garbage can. But it will still have a size and shape of its own.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_03074,images/train/train_03074.png,Select the organism in the same species as the common kestrel.,"[""Balearica pavonina"", ""Pelecanus rufescens"", ""Falco tinnunculus""]",3,2,This organism is a common kestrel. Its scientific name is Falco tinnunculus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A common kestrel's scientific name is Falco tinnunculus.
Falco tinnunculus has the same scientific name as a common kestrel. So, these organisms are in the same species.
Pelecanus rufescens does not have the same scientific name as a common kestrel. So, Falco tinnunculus and Pelecanus rufescens are not in the same species.
Balearica pavonina does not have the same scientific name as a common kestrel. So, Falco tinnunculus and Balearica pavonina are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09185,images/train/train_09185.png,Select the organism in the same genus as the Steller's sea eagle.,"[""Haliaeetus pelagicus"", ""Lissotriton helveticus"", ""Alopias pelagicus""]",3,0,This organism is a Steller's sea eagle. Its scientific name is Haliaeetus pelagicus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Steller's sea eagle's scientific name is Haliaeetus pelagicus. The first word of its scientific name is Haliaeetus.
Alopias pelagicus and Haliaeetus pelagicus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Alopias pelagicus and Haliaeetus pelagicus have the same species name within their genus, pelagicus. But the first words of their scientific names are different. Alopias pelagicus is in the genus Alopias, and Haliaeetus pelagicus is in the genus Haliaeetus.
This organism and the Steller's sea eagle are in the same genus and the same species! Both organisms have the same scientific name, Haliaeetus pelagicus.
Lissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Haliaeetus pelagicus are not in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_01423,images/train/train_01423.png,Select the organism in the same species as the barn owl.,"[""Ardea cinerea"", ""Strix varia"", ""Tyto alba""]",3,2,This organism is a barn owl. Its scientific name is Tyto alba.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A barn owl's scientific name is Tyto alba.
Strix varia does not have the same scientific name as a barn owl. So, Tyto alba and Strix varia are not in the same species.
Ardea cinerea does not have the same scientific name as a barn owl. So, Tyto alba and Ardea cinerea are not in the same species.
Tyto alba has the same scientific name as a barn owl. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_05445,images/train/train_05445.png,Select the organism in the same genus as the barn owl.,"[""Acanthaster planci"", ""Tyto alba"", ""Ardea alba""]",3,1,This organism is a barn owl. Its scientific name is Tyto alba.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A barn owl's scientific name is Tyto alba. The first word of its scientific name is Tyto.
Ardea alba and Tyto alba are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Ardea alba and Tyto alba have the same species name within their genus, alba. But the first words of their scientific names are different. Ardea alba is in the genus Ardea, and Tyto alba is in the genus Tyto.
Acanthaster planci is in the genus Acanthaster. The first word of its scientific name is Acanthaster. So, Acanthaster planci and Tyto alba are not in the same genus.
This organism and the barn owl are in the same genus and the same species! Both organisms have the same scientific name, Tyto alba.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09126,images/train/train_09126.png,Which better describes the Białowieża Forest ecosystem?,"[""It has soil that is poor in nutrients. It also has only a few types of trees."", ""It has cold, wet winters. It also has only a few types of trees.""]",2,1,"Figure: Białowieża Forest.
The Białowieża Forest is a temperate deciduous forest ecosystem in Poland and Belarus.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Białowieża Forest has cold, wet winters. It also has only a few types of trees.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_10547,images/train/train_10547.png,"In this experiment, which were part of a control group?","[""the bottles with lids taken off"", ""the bottles with lids kept on""]",2,1,"The passage below describes an experiment.

Bob wanted to freeze soda to make popsicles. He knew that soda contains carbon dioxide gas, which forms bubbles as it escapes from the liquid. He wondered if the popsicles would freeze more quickly if he removed the carbon dioxide.
Bob took the lids off three small bottles of soda. He left the lids off overnight so that carbon dioxide could escape from the bottles. He kept the lids on three other bottles to keep the carbon dioxide in. The next morning, Bob placed all six bottles in the freezer. After two hours, he checked whether soda in any of the bottles had frozen.
Figure: soda with carbon dioxide bubbles.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Bob investigated whether removing carbon dioxide from soda affects how quickly the soda freezes. Carbon dioxide was not removed from the bottles with lids kept on. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_03859,images/train/train_03859.png,Select the organism in the same genus as the Canada lynx.,"[""Felis catus"", ""Lontra canadensis"", ""Lynx rufus""]",3,2,This organism is a Canada lynx. Its scientific name is Lynx canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Canada lynx's scientific name is Lynx canadensis. The first word of its scientific name is Lynx.
Lynx rufus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx rufus and Lynx canadensis are in the same genus.
Lontra canadensis and Lynx canadensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Lontra canadensis and Lynx canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Lontra canadensis is in the genus Lontra, and Lynx canadensis is in the genus Lynx.
Felis catus is in the genus Felis. The first word of its scientific name is Felis. So, Felis catus and Lynx canadensis are not in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_10379,images/train/train_10379.png,Select the organism in the same species as the Canada lynx.,"[""Felis chaus"", ""Felis margarita"", ""Lynx canadensis""]",3,2,This organism is a Canada lynx. Its scientific name is Lynx canadensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Canada lynx's scientific name is Lynx canadensis.
Felis margarita does not have the same scientific name as a Canada lynx. So, Lynx canadensis and Felis margarita are not in the same species.
Lynx canadensis has the same scientific name as a Canada lynx. So, these organisms are in the same species.
Felis chaus does not have the same scientific name as a Canada lynx. So, Lynx canadensis and Felis chaus are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_03053,images/train/train_03053.png,Which statement describes the Eastern Siberian Taiga ecosystem?,"[""It has soil that is rich in nutrients."", ""It has many evergreen trees."", ""It has soil that is frozen year-round.""]",3,1,"Figure: East Siberian Taiga.
The Eastern Siberian Taiga is a large forest that covers more than a quarter of Russia. It is home to brown bears, wolves, deer, and other organisms.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statement describes the Eastern Siberian Taiga ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has many evergreen trees. The following statements do not describe the Eastern Siberian Taiga: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is frozen year-round. It has soil that is rich in nutrients.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_00405,images/train/train_00405.png,Select the organism in the same species as the red kangaroo.,"[""Camelus bactrianus"", ""Cervus canadensis"", ""Macropus rufus""]",3,2,This organism is a red kangaroo. Its scientific name is Macropus rufus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A red kangaroo's scientific name is Macropus rufus.
Cervus canadensis does not have the same scientific name as a red kangaroo. So, Macropus rufus and Cervus canadensis are not in the same species.
Camelus bactrianus does not have the same scientific name as a red kangaroo. So, Macropus rufus and Camelus bactrianus are not in the same species.
Macropus rufus has the same scientific name as a red kangaroo. So, these organisms are in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_08702,images/train/train_08702.png,Which part of the purple artichoke plant do we usually eat?,"[""the stem"", ""the flowers"", ""the fruit""]",3,1,People use purple artichoke plants for food. We usually eat the part of this plant that makes seeds and fruit.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the purple artichoke plant we usually eat is the flowers. They make seeds.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_03791,images/train/train_03791.png,Select the organism in the same species as the American kestrel.,"[""Phoebastria nigripes"", ""Falco sparverius"", ""Ardea goliath""]",3,1,This organism is an American kestrel. Its scientific name is Falco sparverius.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An American kestrel's scientific name is Falco sparverius.
Falco sparverius has the same scientific name as an American kestrel. So, these organisms are in the same species.
Ardea goliath does not have the same scientific name as an American kestrel. So, Falco sparverius and Ardea goliath are not in the same species.
Phoebastria nigripes does not have the same scientific name as an American kestrel. So, Falco sparverius and Phoebastria nigripes are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_04972,images/train/train_04972.png,Select the organism in the same species as the Steller's jay.,"[""Cyanocitta stelleri"", ""Goura victoria"", ""Larus occidentalis""]",3,0,This organism is a Steller's jay. Its scientific name is Cyanocitta stelleri.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Steller's jay's scientific name is Cyanocitta stelleri.
Cyanocitta stelleri has the same scientific name as a Steller's jay. So, these organisms are in the same species.
Goura victoria does not have the same scientific name as a Steller's jay. So, Cyanocitta stelleri and Goura victoria are not in the same species.
Larus occidentalis does not have the same scientific name as a Steller's jay. So, Cyanocitta stelleri and Larus occidentalis are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_00564,images/train/train_00564.png,Select the organism in the same genus as the Eurasian beaver.,"[""Hystrix cristata"", ""Macropus agilis"", ""Castor fiber""]",3,2,This organism is a Eurasian beaver. Its scientific name is Castor fiber.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Eurasian beaver's scientific name is Castor fiber. The first word of its scientific name is Castor.
This organism and the Eurasian beaver are in the same genus and the same species! Both organisms have the same scientific name, Castor fiber.
Hystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Castor fiber are not in the same genus.
Macropus agilis is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus agilis and Castor fiber are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06299,images/train/train_06299.png,Which trait did this aurochs have? Select the trait you can observe on the fossil.,"[""a striped body"", ""horns on its head""]",2,1,"This picture shows a fossil of an animal called an aurochs.
The aurochs was hunted by humans and went extinct around 1627. The oldest aurochs fossils are about 2,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_04563,images/train/train_04563.png,Which statement describes the Peary Land ecosystem?,"[""It has dry, thin soil that is rich in nutrients."", ""It has many evergreen trees."", ""It has long, cold winters and short, cold summers.""]",3,2,"Figure: Peary Land.
Peary Land is a tundra ecosystem in northern Greenland. It is part of Northeast Greenland National Park. That park is one of the largest national parks in the world, covering about 375,000 square miles.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Peary Land ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has long, cold winters and short, cold summers. The following statements do not describe Peary Land: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has dry, thin soil that is rich in nutrients. It has many evergreen trees.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_11952,images/train/train_11952.png,Select the organism in the same species as the bald eagle.,"[""Haliaeetus leucocephalus"", ""Haliaeetus pelagicus"", ""Lissotriton vulgaris""]",3,0,This organism is a bald eagle. Its scientific name is Haliaeetus leucocephalus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A bald eagle's scientific name is Haliaeetus leucocephalus.
Haliaeetus leucocephalus has the same scientific name as a bald eagle. So, these organisms are in the same species.
Lissotriton vulgaris does not have the same scientific name as a bald eagle. So, Haliaeetus leucocephalus and Lissotriton vulgaris are not in the same species.
Haliaeetus leucocephalus is in the same genus as Haliaeetus pelagicus, but they are not in the same species.
Organisms in the same species have the same scientific names. Haliaeetus leucocephalus and Haliaeetus pelagicus are different species within the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_10915,images/train/train_10915.png,"In this experiment, which were part of an experimental group?","[""the containers that got worms"", ""the containers that did not get worms""]",2,0,"The passage below describes an experiment.

Barbara wanted to set up a compost bin, where food could decompose, or break down, into soil fertilizer. She knew that worms can break down food. She wondered if adding worms to her compost bin would cause food to decompose faster.
Barbara set up four small compost containers. She added the same amounts of fruit peels, vegetable scraps, and eggshells to each container. Then, she added worms to two of the containers but not to the other two. After one month, Barbara weighed the amount of undecomposed food left in each container.
Figure: food decomposing in a compost bin.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Barbara investigated whether adding worms to compost containers affects how well food breaks down. So, the containers that got worms were part of an experimental group.
There were no worms in the containers that did not get worms. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_02364,images/train/train_02364.png,Select the organism in the same genus as the Sasanqua camellia.,"[""Lonicera maackii"", ""Camellia japonica"", ""Trametes versicolor""]",3,1,This organism is a Sasanqua camellia. Its scientific name is Camellia sasanqua.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Sasanqua camellia's scientific name is Camellia sasanqua. The first word of its scientific name is Camellia.
Lonicera maackii is in the genus Lonicera. The first word of its scientific name is Lonicera. So, Lonicera maackii and Camellia sasanqua are not in the same genus.
Trametes versicolor is in the genus Trametes. The first word of its scientific name is Trametes. So, Trametes versicolor and Camellia sasanqua are not in the same genus.
Camellia japonica is in the genus Camellia. The first word of its scientific name is Camellia. So, Camellia japonica and Camellia sasanqua are in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_02947,images/train/train_02947.png,Select the organism in the same species as the red-billed gull.,"[""Cyanocitta stelleri"", ""Polysticta stelleri"", ""Chroicocephalus scopulinus""]",3,2,This organism is a red-billed gull. Its scientific name is Chroicocephalus scopulinus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A red-billed gull's scientific name is Chroicocephalus scopulinus.
Polysticta stelleri does not have the same scientific name as a red-billed gull. So, Chroicocephalus scopulinus and Polysticta stelleri are not in the same species.
Cyanocitta stelleri does not have the same scientific name as a red-billed gull. So, Chroicocephalus scopulinus and Cyanocitta stelleri are not in the same species.
Chroicocephalus scopulinus has the same scientific name as a red-billed gull. So, these organisms are in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_00775,images/train/train_00775.png,Select the organism in the same species as the bobcat.,"[""Lynx rufus"", ""Felis chaus"", ""Lynx pardinus""]",3,0,This organism is a bobcat. Its scientific name is Lynx rufus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A bobcat's scientific name is Lynx rufus.
Lynx rufus has the same scientific name as a bobcat. So, these organisms are in the same species.
Felis chaus does not have the same scientific name as a bobcat. So, Lynx rufus and Felis chaus are not in the same species.
Lynx rufus is in the same genus as Lynx pardinus, but they are not in the same species.
Organisms in the same species have the same scientific names. Lynx rufus and Lynx pardinus are different species within the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_11989,images/train/train_11989.png,Which rhetorical appeal is primarily used in this ad?,"[""logos (reason)"", ""pathos (emotion)"", ""ethos (character)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion, by associating the advertised product with positive social interactions.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_02552,images/train/train_02552.png,Select the organism in the same species as the Ural owl.,"[""Tyto alba"", ""Strix uralensis"", ""Falco peregrinus""]",3,1,This organism is a Ural owl. Its scientific name is Strix uralensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Ural owl's scientific name is Strix uralensis.
Strix uralensis has the same scientific name as a Ural owl. So, these organisms are in the same species.
Tyto alba does not have the same scientific name as a Ural owl. So, Strix uralensis and Tyto alba are not in the same species.
Falco peregrinus does not have the same scientific name as a Ural owl. So, Strix uralensis and Falco peregrinus are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_07959,images/train/train_07959.png,Select the organism in the same species as the green tree frog.,"[""Hyla cinerea"", ""Hyla versicolor"", ""Bufo bufo""]",3,0,This organism is a green tree frog. Its scientific name is Hyla cinerea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A green tree frog's scientific name is Hyla cinerea.
Hyla cinerea is in the same genus as Hyla versicolor, but they are not in the same species.
Organisms in the same species have the same scientific names. Hyla cinerea and Hyla versicolor are different species within the same genus.
Hyla cinerea has the same scientific name as a green tree frog. So, these organisms are in the same species.
Bufo bufo does not have the same scientific name as a green tree frog. So, Hyla cinerea and Bufo bufo are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05742,images/train/train_05742.png,"Is aluminum foil a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Aluminum foil is a solid that can be folded or torn. But if you fold a piece of aluminum foil, it will still have a size and shape of its own. If you tear a piece of aluminum foil into smaller pieces, each piece will still have a size and shape of its own.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_01291,images/train/train_01291.png,Which statement describes the Steigerwald Forest ecosystem?,"[""It has many different types of trees."", ""It has only a few types of trees."", ""It has soil that is poor in nutrients.""]",3,1,"Figure: Steigerwald Forest.
The Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany. This forest has many oak and beech trees.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statement describes the Steigerwald Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has only a few types of trees. The following statements do not describe the Steigerwald Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients. It has many different types of trees.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_04697,images/train/train_04697.png,Which better describes the Pisgah National Forest ecosystem?,"[""It has cold, wet winters. It also has only a few types of trees."", ""It has soil that is poor in nutrients. It also has only a few types of trees.""]",2,0,"Figure: Pisgah National Forest.
The Pisgah National Forest is a temperate deciduous forest ecosystem in western North Carolina.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Pisgah National Forest has cold, wet winters. It also has only a few types of trees.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_01745,images/train/train_01745.png,Select the organism in the same species as the lion's mane jellyfish.,"[""Aurelia aurita"", ""Cyanea capillata"", ""Aequorea victoria""]",3,1,This organism is a lion's mane jellyfish. Its scientific name is Cyanea capillata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A lion's mane jellyfish's scientific name is Cyanea capillata.
Aurelia aurita does not have the same scientific name as a lion's mane jellyfish. So, Cyanea capillata and Aurelia aurita are not in the same species.
Aequorea victoria does not have the same scientific name as a lion's mane jellyfish. So, Cyanea capillata and Aequorea victoria are not in the same species.
Cyanea capillata has the same scientific name as a lion's mane jellyfish. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_10433,images/train/train_10433.png,Select the organism in the same genus as the tawny owl.,"[""Larus livens"", ""Cyanocitta stelleri"", ""Strix nebulosa""]",3,2,This organism is a tawny owl. Its scientific name is Strix aluco.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A tawny owl's scientific name is Strix aluco. The first word of its scientific name is Strix.
Larus livens is in the genus Larus. The first word of its scientific name is Larus. So, Larus livens and Strix aluco are not in the same genus.
Strix nebulosa is in the genus Strix. The first word of its scientific name is Strix. So, Strix nebulosa and Strix aluco are in the same genus.
Cyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Strix aluco are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03453,images/train/train_03453.png,Which better describes the Gunung Leuser National Park ecosystem?,"[""It has soil that is poor in nutrients. It also has only a few types of organisms."", ""It has year-round rain. It also has soil that is poor in nutrients.""]",2,1,"Figure: Gunung Leuser National Park.
Gunung Leuser National Park is a tropical rain forest ecosystem in Sumatra, an island in western Indonesia.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Gunung Leuser National Park has year-round rain. It also has soil that is poor in nutrients.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_10912,images/train/train_10912.png,Which better describes the Gunung Leuser National Park ecosystem?,"[""It has year-round warm temperatures. It also has many different types of organisms."", ""It has soil that is poor in nutrients. It also has only a few types of organisms.""]",2,0,"Figure: Gunung Leuser National Park.
Gunung Leuser National Park is a tropical rain forest ecosystem in Sumatra, an island in western Indonesia.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Gunung Leuser National Park has year-round warm temperatures. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_08891,images/train/train_08891.png,Which statement describes the Great Basin Desert ecosystem?,"[""It has warm summers and mild winters."", ""It has long, cold winters."", ""It has a medium amount of rain.""]",3,1,"Figure: Great Basin Desert.
The Great Basin Desert is a cold desert ecosystem in the western United States that covers much of Nevada. This desert also covers parts of Utah, California, and Idaho.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statement describes the Great Basin Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has long, cold winters. The following statements do not describe the Great Basin Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has warm summers and mild winters. It has a medium amount of rain.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_06089,images/train/train_06089.png,Which statement describes the Gobi Desert ecosystem?,"[""It has warm summers and mild winters."", ""It has year-round snow."", ""It has a small amount of rain or snow.""]",3,2,"Figure: Gobi Desert.
The Gobi Desert is a cold desert ecosystem located in northern China and southern Mongolia. This desert is next to the Himalayan Mountains and used to be part of the Mongol Empire.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statement describes the Gobi Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has a small amount of rain or snow. The following statements do not describe the Gobi Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has year-round snow. It has warm summers and mild winters.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_04898,images/train/train_04898.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""pathos (emotion)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason. It lists the specific cleaning actions this product performs.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_09863,images/train/train_09863.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character, by emphasizing that the brand has been trusted by customers for many years.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_07659,images/train/train_07659.png,Select the organism in the same genus as the agile wallaby.,"[""Macropus giganteus"", ""Ovis dalli"", ""Ovis aries""]",3,0,This organism is an agile wallaby. Its scientific name is Macropus agilis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An agile wallaby's scientific name is Macropus agilis. The first word of its scientific name is Macropus.
Ovis dalli is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis dalli and Macropus agilis are not in the same genus.
Ovis aries is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis aries and Macropus agilis are not in the same genus.
Macropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Macropus agilis are in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09032,images/train/train_09032.png,Select the organism in the same genus as the agile wallaby.,"[""Macropus rufus"", ""Ovis aries"", ""Castor fiber""]",3,0,This organism is an agile wallaby. Its scientific name is Macropus agilis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An agile wallaby's scientific name is Macropus agilis. The first word of its scientific name is Macropus.
Ovis aries is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis aries and Macropus agilis are not in the same genus.
Macropus rufus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus rufus and Macropus agilis are in the same genus.
Castor fiber is in the genus Castor. The first word of its scientific name is Castor. So, Castor fiber and Macropus agilis are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_05440,images/train/train_05440.png,Which better describes the De Biesbosch National Park ecosystem?,"[""It has soil that is rich in nutrients. It also has other water ecosystems nearby."", ""It has soil that is poor in nutrients. It also has other water ecosystems nearby.""]",2,0,"Figure: De Biesbosch National Park.
De Biesbosch National Park is a wetland ecosystem in the Netherlands.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, De Biesbosch National Park has soil that is rich in nutrients. It also has other water ecosystems nearby.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_11140,images/train/train_11140.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion. It links the product to memories of happy times with family.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_00583,images/train/train_00583.png,Look at the picture. Which word best describes the sound this clock makes?,"[""purring"", ""splashing"", ""ringing""]",3,2,,"When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
","Look at the picture.
The word ringing describes the sound this clock makes. You can tell by looking at the girl covering her ears.
Purring and splashing can also describe sounds. But they do not describe the sounds this clock makes.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
train_04219,images/train/train_04219.png,Select the organism in the same genus as the garden hyacinth.,"[""Hyacinthus orientalis"", ""Amphiprion frenatus"", ""Ovis orientalis""]",3,0,This organism is a garden hyacinth. Its scientific name is Hyacinthus orientalis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A garden hyacinth's scientific name is Hyacinthus orientalis. The first word of its scientific name is Hyacinthus.
Amphiprion frenatus is in the genus Amphiprion. The first word of its scientific name is Amphiprion. So, Amphiprion frenatus and Hyacinthus orientalis are not in the same genus.
Ovis orientalis and Hyacinthus orientalis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Ovis orientalis and Hyacinthus orientalis have the same species name within their genus, orientalis. But the first words of their scientific names are different. Ovis orientalis is in the genus Ovis, and Hyacinthus orientalis is in the genus Hyacinthus.
This organism and the garden hyacinth are in the same genus and the same species! Both organisms have the same scientific name, Hyacinthus orientalis.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06670,images/train/train_06670.png,Select the organism in the same species as the garden hyacinth.,"[""Camellia sasanqua"", ""Sarracenia purpurea"", ""Hyacinthus orientalis""]",3,2,This organism is a garden hyacinth. Its scientific name is Hyacinthus orientalis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A garden hyacinth's scientific name is Hyacinthus orientalis.
Sarracenia purpurea does not have the same scientific name as a garden hyacinth. So, Hyacinthus orientalis and Sarracenia purpurea are not in the same species.
Hyacinthus orientalis has the same scientific name as a garden hyacinth. So, these organisms are in the same species.
Camellia sasanqua does not have the same scientific name as a garden hyacinth. So, Hyacinthus orientalis and Camellia sasanqua are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09869,images/train/train_09869.png,Select the organism in the same genus as the Dalmatian pelican.,"[""Falco peregrinus"", ""Balearica pavonina"", ""Pelecanus erythrorhynchos""]",3,2,This organism is a Dalmatian pelican. Its scientific name is Pelecanus crispus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Dalmatian pelican's scientific name is Pelecanus crispus. The first word of its scientific name is Pelecanus.
Balearica pavonina is in the genus Balearica. The first word of its scientific name is Balearica. So, Balearica pavonina and Pelecanus crispus are not in the same genus.
Falco peregrinus is in the genus Falco. The first word of its scientific name is Falco. So, Falco peregrinus and Pelecanus crispus are not in the same genus.
Pelecanus erythrorhynchos is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus erythrorhynchos and Pelecanus crispus are in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_08103,images/train/train_08103.png,Which better describes the Serengeti National Park ecosystem?,"[""It has year-round rain. It also has soil that is poor in nutrients."", ""It has a rainy season and a dry season. It also has soil that is poor in nutrients.""]",2,1,"Figure: Serengeti National Park.
Serengeti National Park is a savanna grassland ecosystem in Tanzania, a country in eastern Africa.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, Serengeti National Park has a rainy season and a dry season. It also has soil that is poor in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_10346,images/train/train_10346.png,Select the organism in the same genus as the snowy owl.,"[""Bubo scandiacus"", ""Haliaeetus pelagicus"", ""Tyto alba""]",3,0,This organism is a snowy owl. Its scientific name is Bubo scandiacus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A snowy owl's scientific name is Bubo scandiacus. The first word of its scientific name is Bubo.
Tyto alba is in the genus Tyto. The first word of its scientific name is Tyto. So, Tyto alba and Bubo scandiacus are not in the same genus.
Haliaeetus pelagicus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus pelagicus and Bubo scandiacus are not in the same genus.
This organism and the snowy owl are in the same genus and the same species! Both organisms have the same scientific name, Bubo scandiacus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06201,images/train/train_06201.png,Select the amphibian below.,"[""white stork"", ""Galapagos giant tortoise"", ""Nile crocodile"", ""red-eyed tree frog""]",4,3,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A European green toad is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A Nile crocodile is a reptile. It has scaly, waterproof skin.
Crocodiles hunt their prey in or near water.
A white stork is a bird. It has feathers, two wings, and a beak.
Storks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.
A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.
A red-eyed tree frog has sticky pads on its toes. The sticky pads help the red-eyed tree frog hold on to leaves.
A Galapagos giant tortoise is a reptile. It has scaly, waterproof skin.
Galapagos tortoises live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old!",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_01784,images/train/train_01784.png,Which statement describes the Buffalo Gap National Grassland ecosystem?,"[""It has hot summers and cool winters."", ""It has heavy rain."", ""It has soil that is poor in nutrients.""]",3,0,"Figure: Buffalo Gap National Grassland.
Buffalo Gap National Grassland is a prairie grassland ecosystem in southwestern South Dakota. It is home to the endangered black-footed ferret. This is the only kind of ferret that is native to North America.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statement describes the Buffalo Gap National Grassland ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has hot summers and cool winters. The following statements do not describe Buffalo Gap National Grassland: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has soil that is poor in nutrients. It has heavy rain.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_01969,images/train/train_01969.png,Select the organism in the same genus as the pink-backed pelican.,"[""Bubo scandiacus"", ""Pelecanus rufescens"", ""Falco sparverius""]",3,1,This organism is a pink-backed pelican. Its scientific name is Pelecanus rufescens.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A pink-backed pelican's scientific name is Pelecanus rufescens. The first word of its scientific name is Pelecanus.
Falco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Pelecanus rufescens are not in the same genus.
This organism and the pink-backed pelican are in the same genus and the same species! Both organisms have the same scientific name, Pelecanus rufescens.
Bubo scandiacus is in the genus Bubo. The first word of its scientific name is Bubo. So, Bubo scandiacus and Pelecanus rufescens are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_11651,images/train/train_11651.png,Select the amphibian below.,"[""emerald tree boa"", ""western gorilla"", ""gray tree frog"", ""water buffalo""]",4,2,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A California toad is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","An emerald tree boa is a reptile. It has scaly, waterproof skin.
Tree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!
A gray tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
A water buffalo is a mammal. It has hair and feeds its young milk.
Water buffaloes live in Asia. Some people raise water buffaloes for their milk.
A western gorilla is a mammal. It has fur and feeds its young milk.
Gorillas live in groups called troops. The largest male in the troop is usually the leader.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_01159,images/train/train_01159.png,Select the organism in the same genus as the axolotl.,"[""Tigrisoma mexicanum"", ""Alligator mississippiensis"", ""Ambystoma mexicanum""]",3,2,This organism is an axolotl. Its scientific name is Ambystoma mexicanum.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An axolotl's scientific name is Ambystoma mexicanum. The first word of its scientific name is Ambystoma.
Tigrisoma mexicanum and Ambystoma mexicanum are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Tigrisoma mexicanum and Ambystoma mexicanum have the same species name within their genus, mexicanum. But the first words of their scientific names are different. Tigrisoma mexicanum is in the genus Tigrisoma, and Ambystoma mexicanum is in the genus Ambystoma.
This organism and the axolotl are in the same genus and the same species! Both organisms have the same scientific name, Ambystoma mexicanum.
Alligator mississippiensis is in the genus Alligator. The first word of its scientific name is Alligator. So, Alligator mississippiensis and Ambystoma mexicanum are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02477,images/train/train_02477.png,Select the organism in the same species as the axolotl.,"[""Ambystoma mexicanum"", ""Lissotriton helveticus"", ""Taricha granulosa""]",3,0,This organism is an axolotl. Its scientific name is Ambystoma mexicanum.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An axolotl's scientific name is Ambystoma mexicanum.
Lissotriton helveticus does not have the same scientific name as an axolotl. So, Ambystoma mexicanum and Lissotriton helveticus are not in the same species.
Ambystoma mexicanum has the same scientific name as an axolotl. So, these organisms are in the same species.
Taricha granulosa does not have the same scientific name as an axolotl. So, Ambystoma mexicanum and Taricha granulosa are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_07474,images/train/train_07474.png,Select the organism in the same genus as the axolotl.,"[""Ambystoma texanum"", ""Hyla versicolor"", ""Tigrisoma mexicanum""]",3,0,This organism is an axolotl. Its scientific name is Ambystoma mexicanum.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An axolotl's scientific name is Ambystoma mexicanum. The first word of its scientific name is Ambystoma.
Tigrisoma mexicanum and Ambystoma mexicanum are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Tigrisoma mexicanum and Ambystoma mexicanum have the same species name within their genus, mexicanum. But the first words of their scientific names are different. Tigrisoma mexicanum is in the genus Tigrisoma, and Ambystoma mexicanum is in the genus Ambystoma.
Ambystoma texanum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma texanum and Ambystoma mexicanum are in the same genus.
Hyla versicolor is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla versicolor and Ambystoma mexicanum are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_12672,images/train/train_12672.png,Select the organism in the same species as the crystal jellyfish.,"[""Aurelia aurita"", ""Aequorea victoria"", ""Cyanea capillata""]",3,1,This organism is a crystal jellyfish. Its scientific name is Aequorea victoria.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A crystal jellyfish's scientific name is Aequorea victoria.
Aequorea victoria has the same scientific name as a crystal jellyfish. So, these organisms are in the same species.
Aurelia aurita does not have the same scientific name as a crystal jellyfish. So, Aequorea victoria and Aurelia aurita are not in the same species.
Cyanea capillata does not have the same scientific name as a crystal jellyfish. So, Aequorea victoria and Cyanea capillata are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_06100,images/train/train_06100.png,"Is lava a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Lava is a liquid. A liquid can change shape. But it still takes up the same amount of space.
Lava is melted rock. Rock is usually a solid. But when it gets hot enough, it can melt! Unlike solid rock, lava can change shape easily and flow.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_02405,images/train/train_02405.png,Which better describes the Kaeng Krachan National Park ecosystem?,"[""It has year-round rain. It also has soil that is poor in nutrients."", ""It has cold winters. It also has soil that is rich in nutrients.""]",2,0,"Figure: Kaeng Krachan National Park.
Kaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Kaeng Krachan National Park has year-round rain. It also has soil that is poor in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_02177,images/train/train_02177.png,"Complete the sentence.
The Owen Fracture Zone formed at a () boundary.","[""divergent"", ""convergent"", ""transform""]",3,2,"Read the passage and look at the picture.
The Owen Fracture Zone is a fault that lies at a boundary between the Arabian Plate and the Indo-Australian Plate. Although both plates are moving to the northeast, the Arabian Plate is moving slightly faster than the Indo-Australian Plate. The faster-moving Arabian Plate slides past the Indo-Australian Plate at a rate of about 3 millimeters per year.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a convergent boundary, two plates are moving toward each other.
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
transform boundary
When the plates at a transform boundary slide past each other, they usually move in one of two ways. Either the plates move in opposite directions, or they move in the same direction but at different rates.
The boundary between the two plates is called a fault. When the two plates move suddenly, an earthquake can happen along the fault.","To figure out what type of plate boundary formed the Owen Fracture Zone, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Owen Fracture Zone is a fault that lies at a boundary between the Arabian Plate and the Indo-Australian Plate. Although both plates are moving to the northeast, the Arabian Plate is moving slightly faster than the Indo-Australian Plate. The faster-moving Arabian Plate slides past the Indo-Australian Plate at a rate of about 3 millimeters per year.
The underlined part of the passage explains that the two plates are sliding past each other. So, the Owen Fracture Zone formed at a transform boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_02941,images/train/train_02941.png,Look at the picture. Which word best describes how this toast smells?,"[""burnt"", ""lemony"", ""fruity""]",3,0,,"When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
","Look at the picture.
The word burnt describes how this toast smells. You can tell by looking at the toast's dark color.
Fruity and lemony can also describe how something smells. But they do not describe this toast.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
train_10622,images/train/train_10622.png,Which part of the turnip plant do we usually eat?,"[""the stem"", ""the root"", ""the fruit""]",3,1,People use turnip plants for food. We usually eat the part of this plant that takes in water and nutrients. It holds the plant in place in the soil.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the turnip plant we usually eat is the root. It takes in water and nutrients. It also holds the plant in place in the soil.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_03607,images/train/train_03607.png,Look at the picture. Which word best describes the sound this bell makes?,"[""popping"", ""scratching"", ""ringing""]",3,2,,"When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
","Look at the picture.
The word ringing describes the sound this bell makes.
Popping and scratching can also describe sounds. But they do not describe the sounds this bell makes.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
train_02171,images/train/train_02171.png,Which part of the kale plant do we usually eat?,"[""the leaves"", ""the root"", ""the flowers""]",3,0,People use kale plants for food. Photosynthesis makes food for the plant. We usually eat the part of the plant that does most of the photosynthesis.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the kale plant we usually eat is the leaves. They do most of the photosynthesis to make food for the plant.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_06352,images/train/train_06352.png,Which trait did Diplomystus have? Select the trait you can observe on the fossil.,"[""a small fin on its back"", ""reddish-orange scales on its body""]",2,0,This picture shows a fossil of an ancient fish called Diplomystus. Diplomystus lived in ancient lakes and ate smaller fish.,"The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade4,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_09484,images/train/train_09484.png,Select the organism in the same genus as the maroon clownfish.,"[""Premnas biaculeatus"", ""Procambarus clarkii"", ""Amphiprion melanopus""]",3,0,This organism is a maroon clownfish. Its scientific name is Premnas biaculeatus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A maroon clownfish's scientific name is Premnas biaculeatus. The first word of its scientific name is Premnas.
Procambarus clarkii is in the genus Procambarus. The first word of its scientific name is Procambarus. So, Procambarus clarkii and Premnas biaculeatus are not in the same genus.
This organism and the maroon clownfish are in the same genus and the same species! Both organisms have the same scientific name, Premnas biaculeatus.
Amphiprion melanopus is in the genus Amphiprion. The first word of its scientific name is Amphiprion. So, Amphiprion melanopus and Premnas biaculeatus are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_07514,images/train/train_07514.png,Which statement describes the Great Basin Desert ecosystem?,"[""It has warm summers and mild winters."", ""It has long, cold winters."", ""It has a medium amount of rain.""]",3,1,"Figure: Great Basin Desert.
The Great Basin Desert is a cold desert ecosystem in the western United States that covers much of Nevada. This desert also covers parts of Utah, California, and Idaho.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statement describes the Great Basin Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has long, cold winters. The following statements do not describe the Great Basin Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has a medium amount of rain. It has warm summers and mild winters.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
train_01350,images/train/train_01350.png,Which better describes the Mount Rainier National Park ecosystem?,"[""It has long, cold winters. It also has soil that is poor in nutrients."", ""It has mostly small plants. It also has soil that is frozen year-round.""]",2,0,"Figure: Mount Rainier National Park.
Mount Rainier National Park is a taiga ecosystem in Washington State.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Mount Rainier National Park has long, cold winters. It also has soil that is poor in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_05367,images/train/train_05367.png,Select the reptile below.,"[""tiger salamander"", ""grass frog"", ""Mojave rattlesnake"", ""barking tree frog""]",4,2,"Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A Hermann's tortoise is an example of a reptile.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A barking tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
A grass frog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
A Mojave rattlesnake is a reptile. It has scaly, waterproof skin.
Rattlesnakes have fangs they can use to inject venom into their prey.
A tiger salamander is an amphibian. It has moist skin and begins its life in water.
Tiger salamanders often live in underground burrows.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_12255,images/train/train_12255.png,Select the reptile below.,"[""human"", ""Chinese alligator"", ""red-headed poison frog"", ""grass frog""]",4,1,"Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A Hermann's tortoise is an example of a reptile.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A human is a mammal. It has hair and feeds its young milk.
Humans are a type of animal called a primate. Monkeys and apes are also primates.
A grass frog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
A Chinese alligator is a reptile. It has scaly, waterproof skin.
Alligators live in and around water. They can live near ponds, rivers, marshes, and lakes.
A red-headed poison frog is an amphibian. It has moist skin and begins its life in water.
Poison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_01953,images/train/train_01953.png,"Is an ice cube a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","An ice cube is a solid. Ice cubes can melt. But when an ice cube is frozen, it has a size and shape of its own.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_00475,images/train/train_00475.png,Select the organism in the same species as the snowshoe hare.,"[""Sciurus vulgaris"", ""Erinaceus europaeus"", ""Lepus americanus""]",3,2,This organism is a snowshoe hare. Its scientific name is Lepus americanus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A snowshoe hare's scientific name is Lepus americanus.
Sciurus vulgaris does not have the same scientific name as a snowshoe hare. So, Lepus americanus and Sciurus vulgaris are not in the same species.
Lepus americanus has the same scientific name as a snowshoe hare. So, these organisms are in the same species.
Erinaceus europaeus does not have the same scientific name as a snowshoe hare. So, Lepus americanus and Erinaceus europaeus are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09423,images/train/train_09423.png,"Complete the sentence.
The Aleutian Trench formed at a () boundary.","[""convergent"", ""divergent"", ""transform""]",3,0,"Read the passage and look at the picture.
The Aleutian Trench extends 2,900 kilometers along the floor of the Pacific Ocean between Alaska and Russia. At this deep-sea trench, the Pacific Plate and the North American Plate are moving toward each other. As the two plates collide, the Pacific Plate subducts, or sinks, below the North American Plate, forming the Aleutian Trench. This plate movement also causes large earthquakes along the Aleutian Trench.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
One type of convergent boundary is an ocean-ocean subduction zone, which forms when two plates with oceanic crust move toward each other. One of the plates subducts, or sinks, below the other.
When one of the plates subducts, a deep-sea trench forms at the plate boundary. Some rock in the subducting plate melts into magma and rises toward the surface. The magma cools and hardens to create a string of volcanoes in the ocean called a volcanic island arc.","To figure out what type of plate boundary formed the Aleutian Trench, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Aleutian Trench extends 2,900 kilometers along the floor of the Pacific Ocean between Alaska and Russia. At this deep-sea trench, the Pacific Plate and the North American Plate are moving toward each other. As the two plates collide, the Pacific Plate subducts, or sinks, below the North American Plate, forming the Aleutian Trench. This plate movement also causes large earthquakes along the Aleutian Trench.
The underlined part of the passage explains that the Aleutian Trench formed as the two plates moved toward each other. So, the Aleutian Trench formed at a convergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_04334,images/train/train_04334.png,Select the organism in the same genus as the bobcat.,"[""Macropus rufus"", ""Ardea purpurea"", ""Lynx pardinus""]",3,2,This organism is a bobcat. Its scientific name is Lynx rufus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A bobcat's scientific name is Lynx rufus. The first word of its scientific name is Lynx.
Macropus rufus and Lynx rufus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Macropus rufus and Lynx rufus have the same species name within their genus, rufus. But the first words of their scientific names are different. Macropus rufus is in the genus Macropus, and Lynx rufus is in the genus Lynx.
Ardea purpurea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea purpurea and Lynx rufus are not in the same genus.
Lynx pardinus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx pardinus and Lynx rufus are in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_08260,images/train/train_08260.png,Select the organism in the same species as the bobcat.,"[""Felis nigripes"", ""Lynx rufus"", ""Felis margarita""]",3,1,This organism is a bobcat. Its scientific name is Lynx rufus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A bobcat's scientific name is Lynx rufus.
Felis nigripes does not have the same scientific name as a bobcat. So, Lynx rufus and Felis nigripes are not in the same species.
Lynx rufus has the same scientific name as a bobcat. So, these organisms are in the same species.
Felis margarita does not have the same scientific name as a bobcat. So, Lynx rufus and Felis margarita are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_11492,images/train/train_11492.png,"In this experiment, which were part of an experimental group?","[""the yards with feeders filled with sunflower seeds"", ""the yards with empty feeders""]",2,0,"The passage below describes an experiment.

Preston and his neighbors wanted to attract more woodpeckers to their yards. They read that woodpeckers often eat sunflower seeds. The neighbors wanted to find out if filling their bird feeders with sunflower seeds would increase the number of woodpeckers that visited their yards.
So, four of the neighbors filled their feeders with sunflower seeds. Another four neighbors left their feeders empty. Every morning for a month, the neighbors counted the number of woodpeckers they saw in their yards.
Figure: a woodpecker at a bird feeder.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Preston and his neighbors investigated whether adding sunflower seeds to bird feeders affects how many woodpeckers visit yards. So, the yards with feeders filled with sunflower seeds were part of an experimental group.
The yards with empty feeders did not get sunflower seeds. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_04686,images/train/train_04686.png,"Is a baseball a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A baseball is a solid. A solid has a size and shape of its own.
If you hit a baseball with a bat, the baseball will still have a size and shape of its own.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_06916,images/train/train_06916.png,Select the organism in the same genus as the peregrine falcon.,"[""Phoebastria nigripes"", ""Falco tinnunculus"", ""Ardea alba""]",3,1,This organism is a peregrine falcon. Its scientific name is Falco peregrinus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A peregrine falcon's scientific name is Falco peregrinus. The first word of its scientific name is Falco.
Falco tinnunculus is in the genus Falco. The first word of its scientific name is Falco. So, Falco tinnunculus and Falco peregrinus are in the same genus.
Phoebastria nigripes is in the genus Phoebastria. The first word of its scientific name is Phoebastria. So, Phoebastria nigripes and Falco peregrinus are not in the same genus.
Ardea alba is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea alba and Falco peregrinus are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01114,images/train/train_01114.png,Select the organism in the same genus as the dromedary camel.,"[""Camelus dromedarius"", ""Equus grevyi"", ""Macropus giganteus""]",3,0,This organism is a dromedary camel. Its scientific name is Camelus dromedarius.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A dromedary camel's scientific name is Camelus dromedarius. The first word of its scientific name is Camelus.
This organism and the dromedary camel are in the same genus and the same species! Both organisms have the same scientific name, Camelus dromedarius.
Equus grevyi is in the genus Equus. The first word of its scientific name is Equus. So, Equus grevyi and Camelus dromedarius are not in the same genus.
Macropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Camelus dromedarius are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_08375,images/train/train_08375.png,Which better describes the Great Basin Desert ecosystem?,"[""It has heavy snow. It also has soil that is frozen year-round."", ""It has long, cold winters. It also has a small amount of rain or snow.""]",2,1,"Figure: Great Basin Desert.
The Great Basin Desert is a cold desert ecosystem in the western United States.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Great Basin Desert has long, cold winters. It also has a small amount of rain or snow.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_00152,images/train/train_00152.png,Which part of the collard plant do we usually eat?,"[""the leaves"", ""the flowers"", ""the root""]",3,0,People use collard plants for food. Photosynthesis makes food for the plant. We usually eat the part of the plant that does most of the photosynthesis.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the collard plant we usually eat is the leaves. They do most of the photosynthesis to make food for the plant.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_05817,images/train/train_05817.png,Select the organism in the same genus as the smooth newt.,"[""Lissotriton helveticus"", ""Ambystoma mexicanum"", ""Taricha torosa""]",3,0,This organism is a smooth newt. Its scientific name is Lissotriton vulgaris.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A smooth newt's scientific name is Lissotriton vulgaris. The first word of its scientific name is Lissotriton.
Taricha torosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha torosa and Lissotriton vulgaris are not in the same genus.
Ambystoma mexicanum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma mexicanum and Lissotriton vulgaris are not in the same genus.
Lissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Lissotriton vulgaris are in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_08502,images/train/train_08502.png,Select the organism in the same species as the smooth newt.,"[""Lissotriton vulgaris"", ""Taricha granulosa"", ""Ambystoma texanum""]",3,0,This organism is a smooth newt. Its scientific name is Lissotriton vulgaris.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A smooth newt's scientific name is Lissotriton vulgaris.
Taricha granulosa does not have the same scientific name as a smooth newt. So, Lissotriton vulgaris and Taricha granulosa are not in the same species.
Lissotriton vulgaris has the same scientific name as a smooth newt. So, these organisms are in the same species.
Ambystoma texanum does not have the same scientific name as a smooth newt. So, Lissotriton vulgaris and Ambystoma texanum are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_12111,images/train/train_12111.png,Select the organism in the same genus as the smooth newt.,"[""Nerodia clarkii"", ""Lissotriton vulgaris"", ""Sciurus vulgaris""]",3,1,This organism is a smooth newt. Its scientific name is Lissotriton vulgaris.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A smooth newt's scientific name is Lissotriton vulgaris. The first word of its scientific name is Lissotriton.
Sciurus vulgaris and Lissotriton vulgaris are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Sciurus vulgaris and Lissotriton vulgaris have the same species name within their genus, vulgaris. But the first words of their scientific names are different. Sciurus vulgaris is in the genus Sciurus, and Lissotriton vulgaris is in the genus Lissotriton.
Nerodia clarkii is in the genus Nerodia. The first word of its scientific name is Nerodia. So, Nerodia clarkii and Lissotriton vulgaris are not in the same genus.
This organism and the smooth newt are in the same genus and the same species! Both organisms have the same scientific name, Lissotriton vulgaris.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06521,images/train/train_06521.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""pathos (emotion)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character. It focuses on the brand's reputation among customers.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_09528,images/train/train_09528.png,Select the organism in the same genus as the mantled howler.,"[""Alouatta palliata"", ""Lontra canadensis"", ""Hystrix cristata""]",3,0,This organism is a mantled howler. Its scientific name is Alouatta palliata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A mantled howler's scientific name is Alouatta palliata. The first word of its scientific name is Alouatta.
Lontra canadensis is in the genus Lontra. The first word of its scientific name is Lontra. So, Lontra canadensis and Alouatta palliata are not in the same genus.
Hystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Alouatta palliata are not in the same genus.
This organism and the mantled howler are in the same genus and the same species! Both organisms have the same scientific name, Alouatta palliata.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01515,images/train/train_01515.png,Select the mammal below.,"[""Amazon tree boa"", ""Madagascar day gecko"", ""sugar glider"", ""woodpecker""]",4,2,"Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A human is an example of a mammal.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A sugar glider is a mammal. It has fur and feeds its young milk.
Sugar gliders can jump long distances from tree to tree. They have flaps of loose skin on their sides. These flaps help them stay in the air.
A woodpecker is a bird. It has feathers, two wings, and a beak.
Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.
A Madagascar day gecko is a reptile. It has scaly, waterproof skin.
Many geckos have special pads on their toes. The pads help them climb up plants and rocks.
An Amazon tree boa is a reptile. It has scaly, waterproof skin.
Tree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_00848,images/train/train_00848.png,Select the organism in the same species as the plains zebra.,"[""Macropus rufus"", ""Equus quagga"", ""Cervus canadensis""]",3,1,This organism is a plains zebra. Its scientific name is Equus quagga.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A plains zebra's scientific name is Equus quagga.
Cervus canadensis does not have the same scientific name as a plains zebra. So, Equus quagga and Cervus canadensis are not in the same species.
Equus quagga has the same scientific name as a plains zebra. So, these organisms are in the same species.
Macropus rufus does not have the same scientific name as a plains zebra. So, Equus quagga and Macropus rufus are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_10557,images/train/train_10557.png,Select the organism in the same genus as the plains zebra.,"[""Cervus canadensis"", ""Equus grevyi"", ""Macropus giganteus""]",3,1,This organism is a plains zebra. Its scientific name is Equus quagga.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A plains zebra's scientific name is Equus quagga. The first word of its scientific name is Equus.
Macropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Equus quagga are not in the same genus.
Equus grevyi is in the genus Equus. The first word of its scientific name is Equus. So, Equus grevyi and Equus quagga are in the same genus.
Cervus canadensis is in the genus Cervus. The first word of its scientific name is Cervus. So, Cervus canadensis and Equus quagga are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_11103,images/train/train_11103.png,Select the organism in the same genus as the plains zebra.,"[""Macropus rufus"", ""Macropus giganteus"", ""Equus zebra""]",3,2,This organism is a plains zebra. Its scientific name is Equus quagga.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A plains zebra's scientific name is Equus quagga. The first word of its scientific name is Equus.
Equus zebra is in the genus Equus. The first word of its scientific name is Equus. So, Equus zebra and Equus quagga are in the same genus.
Macropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Equus quagga are not in the same genus.
Macropus rufus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus rufus and Equus quagga are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09838,images/train/train_09838.png,Which rhetorical appeal is primarily used in this ad?,"[""pathos (emotion)"", ""logos (reason)"", ""ethos (character)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion, by reminding readers of how important their dogs are to them.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_08173,images/train/train_08173.png,Select the organism in the same species as the red kangaroo.,"[""Macropus rufus"", ""Alligator sinensis"", ""Macropus agilis""]",3,0,This organism is a red kangaroo. Its scientific name is Macropus rufus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A red kangaroo's scientific name is Macropus rufus.
Alligator sinensis does not have the same scientific name as a red kangaroo. So, Macropus rufus and Alligator sinensis are not in the same species.
Macropus rufus has the same scientific name as a red kangaroo. So, these organisms are in the same species.
Macropus rufus is in the same genus as Macropus agilis, but they are not in the same species.
Organisms in the same species have the same scientific names. Macropus rufus and Macropus agilis are different species within the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_07431,images/train/train_07431.png,Which statement describes the Taklamakan Desert ecosystem?,"[""It has a small amount of rain or snow."", ""It has a medium amount of rain."", ""It has year-round snow.""]",3,0,"Figure: Taklamakan Desert.
The Taklamakan Desert is a cold desert ecosystem in northwestern China. Towns in this desert were stops along the Silk Road, a historical trade route between China and eastern Europe.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statement describes the Taklamakan Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has a small amount of rain or snow. The following statements do not describe the Taklamakan Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has a medium amount of rain. It has year-round snow.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_03226,images/train/train_03226.png,Select the reptile below.,"[""salt water crocodile"", ""gray tree frog"", ""whale shark"", ""giraffe""]",4,0,"Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A box turtle is an example of a reptile.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A gray tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
A salt water crocodile is a reptile. It has scaly, waterproof skin.
Crocodiles hunt their prey in or near water.
A whale shark is a fish. It lives underwater. It has fins, not limbs.
Whale sharks are the largest fish in the world! Adult whale sharks can weigh over 21 tons—as much as seven elephants!
A giraffe is a mammal. It has hair and feeds its young milk.
Giraffes eat mostly leaves that are too high up for other animals to reach.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_03911,images/train/train_03911.png,"Is a coin a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A coin is a solid. A solid has a size and shape of its own.
Many coins are made of solid metal.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_11813,images/train/train_11813.png,Which part of the asparagus plant do we usually eat?,"[""the flowers"", ""the stem"", ""the root""]",3,1,"People use asparagus plants for food. We usually eat the part of this plant that supports the plant. It carries food, water, and nutrients through the plant.","The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.","The part of the asparagus plant we usually eat is the stem. It supports the plant. It also carries food, water, and nutrients through the plant.",closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_09495,images/train/train_09495.png,Look at the picture. Which word best describes how this pretzel tastes?,"[""juicy"", ""salty"", ""fruity""]",3,1,,"When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
","Look at the picture.
The word salty describes how this pretzel tastes.
Fruity and juicy can also describe how something tastes. But they do not describe this pretzel.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
train_11421,images/train/train_11421.png,Select the organism in the same species as the purple heron.,"[""Ardea purpurea"", ""Ardea alba"", ""Acanthaster planci""]",3,0,This organism is a purple heron. Its scientific name is Ardea purpurea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A purple heron's scientific name is Ardea purpurea.
Ardea purpurea is in the same genus as Ardea alba, but they are not in the same species.
Organisms in the same species have the same scientific names. Ardea purpurea and Ardea alba are different species within the same genus.
Ardea purpurea has the same scientific name as a purple heron. So, these organisms are in the same species.
Acanthaster planci does not have the same scientific name as a purple heron. So, Ardea purpurea and Acanthaster planci are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06790,images/train/train_06790.png,"Is a stone statue a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A stone statue is a solid. A solid has a size and shape of its own.
Stone statues are made of one or more pieces of rock. Each piece of rock has a size and shape of its own.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_04081,images/train/train_04081.png,Which part of the asparagus plant do we usually eat?,"[""the stem"", ""the fruit"", ""the root""]",3,0,"People use asparagus plants for food. We usually eat the part of this plant that supports the plant. It carries food, water, and nutrients through the plant.","The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.","The part of the asparagus plant we usually eat is the stem. It supports the plant. It also carries food, water, and nutrients through the plant.",closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_01123,images/train/train_01123.png,Which part of the beet plant do we usually eat?,"[""the root"", ""the seeds"", ""the fruit""]",3,0,People use beet plants for food. We usually eat the part of this plant that takes in water and nutrients. It holds the plant in place in the soil.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the beet plant we usually eat is the root. It takes in water and nutrients. It also holds the plant in place in the soil.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_04990,images/train/train_04990.png,Select the organism in the same species as the Eurasian beaver.,"[""Lontra canadensis"", ""Castor fiber"", ""Hystrix cristata""]",3,1,This organism is a Eurasian beaver. Its scientific name is Castor fiber.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Eurasian beaver's scientific name is Castor fiber.
Hystrix cristata does not have the same scientific name as a Eurasian beaver. So, Castor fiber and Hystrix cristata are not in the same species.
Castor fiber has the same scientific name as a Eurasian beaver. So, these organisms are in the same species.
Lontra canadensis does not have the same scientific name as a Eurasian beaver. So, Castor fiber and Lontra canadensis are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_08582,images/train/train_08582.png,Select the organism in the same genus as the Eurasian beaver.,"[""Castor fiber"", ""Ovis canadensis"", ""Lontra canadensis""]",3,0,This organism is a Eurasian beaver. Its scientific name is Castor fiber.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A Eurasian beaver's scientific name is Castor fiber. The first word of its scientific name is Castor.
Ovis canadensis is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis canadensis and Castor fiber are not in the same genus.
Lontra canadensis is in the genus Lontra. The first word of its scientific name is Lontra. So, Lontra canadensis and Castor fiber are not in the same genus.
This organism and the Eurasian beaver are in the same genus and the same species! Both organisms have the same scientific name, Castor fiber.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06030,images/train/train_06030.png,Select the organism in the same species as the lion's mane jellyfish.,"[""Aequorea victoria"", ""Cyanea capillata"", ""Aurelia aurita""]",3,1,This organism is a lion's mane jellyfish. Its scientific name is Cyanea capillata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A lion's mane jellyfish's scientific name is Cyanea capillata.
Aurelia aurita does not have the same scientific name as a lion's mane jellyfish. So, Cyanea capillata and Aurelia aurita are not in the same species.
Aequorea victoria does not have the same scientific name as a lion's mane jellyfish. So, Cyanea capillata and Aequorea victoria are not in the same species.
Cyanea capillata has the same scientific name as a lion's mane jellyfish. So, these organisms are in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02087,images/train/train_02087.png,Select the organism in the same genus as the mouflon.,"[""Ovis dalli"", ""Alouatta palliata"", ""Castor canadensis""]",3,0,This organism is a mouflon. Its scientific name is Ovis orientalis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A mouflon's scientific name is Ovis orientalis. The first word of its scientific name is Ovis.
Ovis dalli is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis dalli and Ovis orientalis are in the same genus.
Castor canadensis is in the genus Castor. The first word of its scientific name is Castor. So, Castor canadensis and Ovis orientalis are not in the same genus.
Alouatta palliata is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta palliata and Ovis orientalis are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_11239,images/train/train_11239.png,Select the fish below.,"[""great white shark"", ""kangaroo"", ""tiger salamander"", ""Amazon tree boa""]",4,0,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A salmon is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A kangaroo is a mammal. It has fur and feeds its young milk.
Kangaroos hop to move around. They use their large tails for balance while hopping.
An Amazon tree boa is a reptile. It has scaly, waterproof skin.
Tree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!
A great white shark is a fish. It lives underwater. It has fins, not limbs.
Great white sharks can live for up to 70 years.
A tiger salamander is an amphibian. It has moist skin and begins its life in water.
Tiger salamanders often live in underground burrows.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_09913,images/train/train_09913.png,Which statement describes the Tibetan Plateau ecosystem?,"[""It has long, cold winters and short, cold summers."", ""It has warm summers and cool winters."", ""It has many evergreen trees.""]",3,0,"Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India. The plateau is over 14,800 feet high and is surrounded by many mountain ranges.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Tibetan Plateau ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has long, cold winters and short, cold summers. The following statements do not describe the Tibetan Plateau: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters. It has many evergreen trees.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_06197,images/train/train_06197.png,Select the organism in the same species as the agile wallaby.,"[""Macropus agilis"", ""Ovis aries"", ""Lontra canadensis""]",3,0,This organism is an agile wallaby. Its scientific name is Macropus agilis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An agile wallaby's scientific name is Macropus agilis.
Lontra canadensis does not have the same scientific name as an agile wallaby. So, Macropus agilis and Lontra canadensis are not in the same species.
Ovis aries does not have the same scientific name as an agile wallaby. So, Macropus agilis and Ovis aries are not in the same species.
Macropus agilis has the same scientific name as an agile wallaby. So, these organisms are in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_01732,images/train/train_01732.png,Which rhetorical appeal is primarily used in this ad?,"[""logos (reason)"", ""pathos (emotion)"", ""ethos (character)""]",3,2,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character, by emphasizing that highly respected companies trust Novanoid's cloud computing service.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_11132,images/train/train_11132.png,Which part of the banana tree do we usually eat?,"[""the fruit"", ""the flowers"", ""the leaves""]",3,0,People use banana trees for food. We usually eat the part of this plant that contains the seeds. It grows from a pollinated flower.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the banana tree we usually eat is the fruit. It contains the seeds.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_11674,images/train/train_11674.png,Look at the picture. Which word best describes the sound this water makes?,"[""dripping"", ""snapping"", ""growling""]",3,0,,"When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
","Look at the picture.
The word dripping describes the sound this water makes.
Growling and snapping can also describe sounds. But they do not describe the sounds this water makes.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
train_10888,images/train/train_10888.png,Select the organism in the same species as the spot-billed pelican.,"[""Falco novaeseelandiae"", ""Bubo scandiacus"", ""Pelecanus philippensis""]",3,2,This organism is a spot-billed pelican. Its scientific name is Pelecanus philippensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A spot-billed pelican's scientific name is Pelecanus philippensis.
Falco novaeseelandiae does not have the same scientific name as a spot-billed pelican. So, Pelecanus philippensis and Falco novaeseelandiae are not in the same species.
Bubo scandiacus does not have the same scientific name as a spot-billed pelican. So, Pelecanus philippensis and Bubo scandiacus are not in the same species.
Pelecanus philippensis has the same scientific name as a spot-billed pelican. So, these organisms are in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_03818,images/train/train_03818.png,Select the organism in the same species as the green tree frog.,"[""Bufo guttatus"", ""Hyla cinerea"", ""Bufo bufo""]",3,1,This organism is a green tree frog. Its scientific name is Hyla cinerea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A green tree frog's scientific name is Hyla cinerea.
Hyla cinerea has the same scientific name as a green tree frog. So, these organisms are in the same species.
Bufo guttatus does not have the same scientific name as a green tree frog. So, Hyla cinerea and Bufo guttatus are not in the same species.
Bufo bufo does not have the same scientific name as a green tree frog. So, Hyla cinerea and Bufo bufo are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_10772,images/train/train_10772.png,Select the organism in the same genus as the green tree frog.,"[""Ardea cinerea"", ""Nerodia cyclopion"", ""Hyla cinerea""]",3,2,This organism is a green tree frog. Its scientific name is Hyla cinerea.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A green tree frog's scientific name is Hyla cinerea. The first word of its scientific name is Hyla.
Nerodia cyclopion is in the genus Nerodia. The first word of its scientific name is Nerodia. So, Nerodia cyclopion and Hyla cinerea are not in the same genus.
Ardea cinerea and Hyla cinerea are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Ardea cinerea and Hyla cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Ardea cinerea is in the genus Ardea, and Hyla cinerea is in the genus Hyla.
This organism and the green tree frog are in the same genus and the same species! Both organisms have the same scientific name, Hyla cinerea.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_07913,images/train/train_07913.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character. It focuses on the brand's long history (the original) and on its values (all-natural).",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_01216,images/train/train_01216.png,Which better describes the Monongahela National Forest ecosystem?,"[""It has cold, wet winters. It also has soil that is rich in nutrients."", ""It has soil that is poor in nutrients. It also has only a few types of trees.""]",2,0,"Figure: Monongahela National Forest.
The Monongahela National Forest is a temperate deciduous forest ecosystem in eastern West Virginia.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Monongahela National Forest has cold, wet winters. It also has soil that is rich in nutrients.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_10122,images/train/train_10122.png,Select the mammal below.,"[""toco toucan"", ""green iguana"", ""thresher shark"", ""sea otter""]",4,3,"Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A black howler is an example of a mammal.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A green iguana is a reptile. It has scaly, waterproof skin.
Iguanas are a type of lizard. Iguanas eat plants and fruit.
A sea otter is a mammal. It has fur and feeds its young milk.
Sea otters have very thick fur. Their fur keeps them warm in cold water.
A toco toucan is a bird. It has feathers, two wings, and a beak.
Toucans have large beaks. A toucan's beak can be half as long as its body.
A thresher shark is a fish. It lives underwater. It has fins, not limbs.
A thresher shark has a long tail. It can use its tail to hit and stun prey.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_00621,images/train/train_00621.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion, by drawing on the reader's desire to stand out.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_07864,images/train/train_07864.png,Which better describes the East Scotia Ridge ecosystem?,"[""It has shallow water. It also has organisms that crawl or stick to the ground."", ""It has no sunlight. It also has organisms that crawl or stick to the ground.""]",2,1,"Figure: East Scotia Ridge.
The East Scotia Ridge is a deep sea ecosystem in the southern Atlantic Ocean.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the East Scotia Ridge has no sunlight. It also has organisms that crawl or stick to the ground.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_11906,images/train/train_11906.png,Which part of the pear tree do we usually eat?,"[""the flowers"", ""the fruit"", ""the leaves""]",3,1,People use pear trees for food. We usually eat the part of this plant that contains the seeds. It grows from a pollinated flower.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the pear tree we usually eat is the fruit. It contains the seeds.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_12175,images/train/train_12175.png,Which part of the spinach plant do we usually eat?,"[""the leaves"", ""the fruit"", ""the flowers""]",3,0,People use spinach plants for food. Photosynthesis makes food for the plant. We usually eat the part of the plant that does most of the photosynthesis.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the spinach plant we usually eat is the leaves. They do most of the photosynthesis to make food for the plant.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_03616,images/train/train_03616.png,Which better describes the Białowieża Forest ecosystem?,"[""It has warm, dry summers. It also has many different types of trees."", ""It has cold, wet winters. It also has soil that is rich in nutrients.""]",2,1,"Figure: Białowieża Forest.
The Białowieża Forest is a temperate deciduous forest ecosystem in Poland and Belarus.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Białowieża Forest has cold, wet winters. It also has soil that is rich in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_00945,images/train/train_00945.png,Select the organism in the same species as the blue jay.,"[""Pelecanus occidentalis"", ""Cyanocitta stelleri"", ""Cyanocitta cristata""]",3,2,This organism is a blue jay. Its scientific name is Cyanocitta cristata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A blue jay's scientific name is Cyanocitta cristata.
Cyanocitta cristata is in the same genus as Cyanocitta stelleri, but they are not in the same species.
Organisms in the same species have the same scientific names. Cyanocitta cristata and Cyanocitta stelleri are different species within the same genus.
Pelecanus occidentalis does not have the same scientific name as a blue jay. So, Cyanocitta cristata and Pelecanus occidentalis are not in the same species.
Cyanocitta cristata has the same scientific name as a blue jay. So, these organisms are in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_12656,images/train/train_12656.png,Select the organism in the same genus as the blue jay.,"[""Strix aluco"", ""Strix nebulosa"", ""Cyanocitta stelleri""]",3,2,This organism is a blue jay. Its scientific name is Cyanocitta cristata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A blue jay's scientific name is Cyanocitta cristata. The first word of its scientific name is Cyanocitta.
Cyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Cyanocitta cristata are in the same genus.
Strix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Cyanocitta cristata are not in the same genus.
Strix nebulosa is in the genus Strix. The first word of its scientific name is Strix. So, Strix nebulosa and Cyanocitta cristata are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_10814,images/train/train_10814.png,Which better describes the Catoctin Mountain Park ecosystem?,"[""It has cold, wet winters. It also has only a few types of trees."", ""It has soil that is poor in nutrients. It also has only a few types of trees.""]",2,0,"Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Catoctin Mountain Park has cold, wet winters. It also has only a few types of trees.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_08588,images/train/train_08588.png,Select the organism in the same species as the bobcat.,"[""Felis silvestris"", ""Felis margarita"", ""Lynx rufus""]",3,2,This organism is a bobcat. Its scientific name is Lynx rufus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A bobcat's scientific name is Lynx rufus.
Felis margarita does not have the same scientific name as a bobcat. So, Lynx rufus and Felis margarita are not in the same species.
Lynx rufus has the same scientific name as a bobcat. So, these organisms are in the same species.
Felis silvestris does not have the same scientific name as a bobcat. So, Lynx rufus and Felis silvestris are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_08810,images/train/train_08810.png,Select the organism in the same species as the brown pelican.,"[""Pelecanus occidentalis"", ""Haliaeetus pelagicus"", ""Pelecanus philippensis""]",3,0,This organism is a brown pelican. Its scientific name is Pelecanus occidentalis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A brown pelican's scientific name is Pelecanus occidentalis.
Pelecanus occidentalis is in the same genus as Pelecanus philippensis, but they are not in the same species.
Organisms in the same species have the same scientific names. Pelecanus occidentalis and Pelecanus philippensis are different species within the same genus.
Pelecanus occidentalis has the same scientific name as a brown pelican. So, these organisms are in the same species.
Haliaeetus pelagicus does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Haliaeetus pelagicus are not in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03483,images/train/train_03483.png,Which type of ant is the head of the colony?,"[""the queen"", ""the solider"", ""the worker""]",3,0,"Read the text about ant colonies.
Tiny ants live and work together in large groups called colonies. A single ant colony may have millions of ants living together in a nest with many tunnels and rooms. The queen ant is the head of the colony, but each ant in the colony has a job to do. The queen ant produces all of the eggs, while young female worker ants care for the eggs. Worker ants also dig tunnels and keep the nest clean. When they get older, some worker ants become soldier ants. Some soldier ants keep the nest safe and attack enemies. Others go out to seek food for the ants in the colony. When they find food, they bring it back to the nest. Each type of ant is important to the colony. Together, they can keep a colony going for hundreds of years.",,"Look at the text in bold below. It tells you which type of ant is the head of the colony.
A single ant colony may have millions of ants living together in a nest with many tunnels and rooms. The queen ant is the head of the colony, but each ant in the colony has a job to do.",closed choice,grade3,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
train_03319,images/train/train_03319.png,"Complete the sentence.
The Great Himalayas formed at a () boundary.","[""convergent"", ""transform"", ""divergent""]",3,0,"Read the passage and look at the picture.
The Great Himalayas are a mountain range that stretches across northern India, Nepal, and neighboring countries. The mountain range began to form 40 to 50 million years ago as the Indo-Australian Plate collided with the Eurasian Plate. Because the plates are still colliding, the mountains in the Great Himalayas continue to rise. Each year, they grow over one centimeter taller.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
One type of convergent boundary is a continent-continent collision. This type of boundary forms when two plates with continental crust move toward each other. The collision compresses and folds the continental crust, forcing it upward to form a mountain range.","To figure out what type of plate boundary formed the Great Himalayas, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Great Himalayas are a mountain range that stretches across northern India, Nepal, and neighboring countries. The mountain range began to form 40 to 50 million years ago as the Indo-Australian Plate collided with the Eurasian Plate. Because the plates are still colliding, the mountains in the Great Himalayas continue to rise. Each year, they grow over one centimeter taller.
The underlined part of the passage explains that the Great Himalayas formed as the two plates collided, or ran into each other. For two plates to collide, they must be moving toward each other. So, the Great Himalayas formed at a convergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_03829,images/train/train_03829.png,Which rhetorical appeal is primarily used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion, by evoking pity and compassion.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_11231,images/train/train_11231.png,Select the organism in the same genus as the European hare.,"[""Neofelis nebulosa"", ""Lepus americanus"", ""Erinaceus europaeus""]",3,1,This organism is a European hare. Its scientific name is Lepus europaeus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A European hare's scientific name is Lepus europaeus. The first word of its scientific name is Lepus.
Lepus americanus is in the genus Lepus. The first word of its scientific name is Lepus. So, Lepus americanus and Lepus europaeus are in the same genus.
Erinaceus europaeus and Lepus europaeus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Erinaceus europaeus and Lepus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Erinaceus europaeus is in the genus Erinaceus, and Lepus europaeus is in the genus Lepus.
Neofelis nebulosa is in the genus Neofelis. The first word of its scientific name is Neofelis. So, Neofelis nebulosa and Lepus europaeus are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_11746,images/train/train_11746.png,Which part of the apple tree do we usually eat?,"[""the leaves"", ""the root"", ""the fruit""]",3,2,People use apple trees for food. We usually eat the part of this plant that contains the seeds. It grows from a pollinated flower.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the apple tree we usually eat is the fruit. It contains the seeds.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_10367,images/train/train_10367.png,Which better describes the Catoctin Mountain Park ecosystem?,"[""It has cold, wet winters. It also has soil that is poor in nutrients."", ""It has cold, wet winters. It also has soil that is rich in nutrients.""]",2,1,"Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Catoctin Mountain Park has cold, wet winters. It also has soil that is rich in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_05059,images/train/train_05059.png,Which part of the orange tree do we usually eat?,"[""the fruit"", ""the stem"", ""the leaves""]",3,0,People use orange trees for food. We usually eat the part of this plant that contains the seeds. It grows from a pollinated flower.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the orange tree we usually eat is the fruit. It contains the seeds.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_02200,images/train/train_02200.png,Which part of the lettuce plant do we usually eat?,"[""the leaves"", ""the flowers"", ""the root""]",3,0,People use lettuce plants for food. Photosynthesis makes food for the plant. We usually eat the part of the plant that does most of the photosynthesis.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the lettuce plant we usually eat is the leaves. They do most of the photosynthesis to make food for the plant.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_02160,images/train/train_02160.png,Which trait did this aurochs have? Select the trait you can observe on the fossil.,"[""a striped body"", ""a mouth""]",2,1,"This picture shows a fossil of an animal called an aurochs.
The aurochs was hunted by humans and went extinct around 1627. The oldest aurochs fossils are about 2,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_05339,images/train/train_05339.png,"Is the atmosphere a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.",Earth's atmosphere is made of air. Air is a gas. The air in the atmosphere fills the space around Earth.,closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_11654,images/train/train_11654.png,Which of the following statements describes the Roman Empire during the Pax Romana?,"[""The Roman Empire controlled all of the land around the Mediterranean Sea."", ""The Roman Empire only controlled land in Europe and Africa."", ""The Roman Empire controlled all of the land around the Caspian Sea.""]",3,0,"The period of the Pax Romana, or the Roman Peace, lasted from 27 BCE to 180 CE. During this period, the Roman Empire reached its largest size. Look at the map of the Roman Empire during the Pax Romana. Then answer the question below.",,,closed choice,grade6,social science,world-history,Rome and the Byzantine Empire,The fall of the Western Roman Empire
train_07855,images/train/train_07855.png,Which trait did Priscacara have? Select the trait you can observe on the fossil.,"[""a tail fin"", ""a mostly silver body""]",2,0,"This picture shows a fossil of an ancient animal called Priscacara.
In some places, large numbers of Priscacara fossils have been found near each other. This suggests that Priscacara lived in groups.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade3,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_07358,images/train/train_07358.png,Select the fish below.,"[""tiger salamander"", ""green iguana"", ""leafy seadragon"", ""green tree frog""]",4,2,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A piranha is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A leafy seadragon is a fish. It lives underwater. It has fins, not limbs.
A seadragon's body looks like a clump of seaweed. This helps the seadragon hide from its predators.
A green iguana is a reptile. It has scaly, waterproof skin.
Iguanas are a type of lizard. Iguanas eat plants and fruit.
A tiger salamander is an amphibian. It has moist skin and begins its life in water.
Tiger salamanders often live in underground burrows.
A green tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_10485,images/train/train_10485.png,Select the amphibian below.,"[""emu"", ""piranha"", ""great crested newt"", ""Madagascar day gecko""]",4,2,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
An arroyo toad is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","An emu is a bird. It has feathers, two wings, and a beak.
Emus cannot fly, but they can run very fast. They run to avoid predators.
A Madagascar day gecko is a reptile. It has scaly, waterproof skin.
Many geckos have special pads on their toes. The pads help them climb up plants and rocks.
A piranha is a fish. It lives underwater. It has fins, not limbs.
Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.
A great crested newt is an amphibian. It has moist skin and begins its life in water.
Some newts live in water. Other newts live on land but lay their eggs in water.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_08199,images/train/train_08199.png,Select the reptile below.,"[""Tasmanian devil"", ""olive toad"", ""western gorilla"", ""tokay gecko""]",4,3,"Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A box turtle is an example of a reptile.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A Tasmanian devil is a mammal. It has fur and feeds its young milk.
Tasmanian devils are meat-eating marsupials. They live on the island of Tasmania, near Australia.
A western gorilla is a mammal. It has fur and feeds its young milk.
Gorillas live in groups called troops. The largest male in the troop is usually the leader.
A tokay gecko is a reptile. It has scaly, waterproof skin.
Many geckos have special pads on their toes. The pads help them climb up plants and rocks.
An olive toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_12131,images/train/train_12131.png,What evidence of a drought does this picture show?,"[""Parts of the lake floor are visible because the water level is low."", ""There is water in the lake.""]",2,0,This picture was taken during a drought. A drought happens when an area gets less rain or snow than usual.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_03302,images/train/train_03302.png,Which part of the almond tree do we usually eat?,"[""the leaves"", ""the seeds"", ""the root""]",3,1,People use almond trees for food. We usually eat the part of this plant that can grow into a new plant.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the almond tree we usually eat is the seeds. They can grow into a new plant.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_01560,images/train/train_01560.png,"Complete the sentence.
The Motagua Fault formed at a () boundary.","[""transform"", ""convergent"", ""divergent""]",3,0,"Read the passage and look at the picture.
The Motagua Fault cuts across Guatemala, marking the boundary between the North American Plate and the Caribbean Plate. The two plates slide past each other along this fault, moving at a rate of about 20 millimeters per year.
In February of 1976, the plates along the Motagua Fault moved suddenly, causing a magnitude 7.5 earthquake. The earthquake made a visible crack in the ground that was over 160 kilometers long!","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a convergent boundary, two plates are moving toward each other.
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
transform boundary
When the plates at a transform boundary slide past each other, they usually move in one of two ways. Either the plates move in opposite directions, or they move in the same direction but at different rates.
The boundary between the two plates is called a fault. When the two plates move suddenly, an earthquake can happen along the fault.","To figure out what type of plate boundary formed the Motagua Fault, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Motagua Fault cuts across Guatemala, marking the boundary between the North American Plate and the Caribbean Plate. The two plates slide past each other along this fault, moving at a rate of about 20 millimeters per year.
In February of 1976, the plates along the Motagua Fault moved suddenly, causing a magnitude 7.5 earthquake. The earthquake made a visible crack in the ground that was over 160 kilometers long!
The underlined part of the passage explains that the two plates are sliding past each other. So, the Motagua Fault formed at a transform boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_05733,images/train/train_05733.png,Select the amphibian below.,"[""sugar glider"", ""tiger salamander"", ""loon"", ""sea otter""]",4,1,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
An African bullfrog is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A loon is a bird. It has feathers, two wings, and a beak.
Loons usually live near lakes. They dive in the water to hunt for food.
A sea otter is a mammal. It has fur and feeds its young milk.
Sea otters have very thick fur. Their fur keeps them warm in cold water.
A tiger salamander is an amphibian. It has moist skin and begins its life in water.
Tiger salamanders often live in underground burrows.
A sugar glider is a mammal. It has fur and feeds its young milk.
Sugar gliders can jump long distances from tree to tree. They have flaps of loose skin on their sides. These flaps help them stay in the air.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_01604,images/train/train_01604.png,Select the amphibian below.,"[""horned frog"", ""toco toucan"", ""ostrich"", ""bald eagle""]",4,0,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A California toad is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A toco toucan is a bird. It has feathers, two wings, and a beak.
Toucans have large beaks. A toucan's beak can be half as long as its body.
A horned frog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
An ostrich is a bird. It has feathers, two wings, and a beak.
The ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast.
A bald eagle is a bird. It has feathers, two wings, and a beak.
Bald eagles live in trees near water. They build nests that can be up to 13 feet wide!",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_07525,images/train/train_07525.png,Select the reptile below.,"[""water buffalo"", ""cobra"", ""Japanese tree frog"", ""common toad""]",4,1,"Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
An American alligator is an example of a reptile.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A Japanese tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
A water buffalo is a mammal. It has hair and feeds its young milk.
Water buffaloes live in Asia. Some people raise water buffaloes for their milk.
A cobra is a reptile. It has scaly, waterproof skin.
Most cobras have a wide, flat hood below their head. A cobra can display its hood to scare away a predator.
A common toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_05262,images/train/train_05262.png,Which better describes the Shenandoah National Park ecosystem?,"[""It has cold, wet winters. It also has soil that is rich in nutrients."", ""It has warm, dry summers. It also has many different types of trees.""]",2,0,"Figure: Shenandoah National Park.
Shenandoah National Park is a temperate deciduous forest ecosystem in northern Virginia.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Shenandoah National Park has cold, wet winters. It also has soil that is rich in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_12711,images/train/train_12711.png,Which is the main persuasive appeal used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character. It notes that the product is recommended by professionals.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_07378,images/train/train_07378.png,"Is apple juice a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","Apple juice is a liquid. A liquid takes the shape of any container it is in.
If you pour apple juice into a different container, the apple juice will take the shape of that container. But the apple juice will still take up the same amount of space.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_06185,images/train/train_06185.png,Which statement describes the Sahara Desert ecosystem?,"[""It has a small amount of rain."", ""It has only a few types of organisms."", ""It has thick, moist soil""]",3,0,"Figure: Sahara Desert.
The Sahara Desert in northern Africa is the largest hot desert in the world. Less than one-fifth of this desert is covered in sand dunes. Most of the Sahara Desert is covered by bare rock, gravel, and pebbles!","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, many different types of organisms, and It has thick, moist soil. So, the following statement describes the Sahara Desert ecosystem: a small amount of rain, dry, thin soil, many different types of organisms, and It has thick, moist soil. It has a small amount of rain. The following statements do not describe the Sahara Desert: a small amount of rain, dry, thin soil, many different types of organisms, and It has thick, moist soil. It has only a few types of organisms.",closed choice,grade7,natural science,biology,Ecosystems,Describe ecosystems
train_01589,images/train/train_01589.png,Select the organism in the same genus as the blue jay.,"[""Goura cristata"", ""Cyanocitta cristata"", ""Lonicera maackii""]",3,1,This organism is a blue jay. Its scientific name is Cyanocitta cristata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A blue jay's scientific name is Cyanocitta cristata. The first word of its scientific name is Cyanocitta.
This organism and the blue jay are in the same genus and the same species! Both organisms have the same scientific name, Cyanocitta cristata.
Goura cristata and Cyanocitta cristata are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Goura cristata and Cyanocitta cristata have the same species name within their genus, cristata. But the first words of their scientific names are different. Goura cristata is in the genus Goura, and Cyanocitta cristata is in the genus Cyanocitta.
Lonicera maackii is in the genus Lonicera. The first word of its scientific name is Lonicera. So, Lonicera maackii and Cyanocitta cristata are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_02199,images/train/train_02199.png,Select the organism in the same genus as the blue jay.,"[""Strix aluco"", ""Cyanocitta stelleri"", ""Larus occidentalis""]",3,1,This organism is a blue jay. Its scientific name is Cyanocitta cristata.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A blue jay's scientific name is Cyanocitta cristata. The first word of its scientific name is Cyanocitta.
Strix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Cyanocitta cristata are not in the same genus.
Larus occidentalis is in the genus Larus. The first word of its scientific name is Larus. So, Larus occidentalis and Cyanocitta cristata are not in the same genus.
Cyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Cyanocitta cristata are in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_06471,images/train/train_06471.png,Select the mammal below.,"[""kangaroo"", ""loon"", ""great crested newt"", ""poison dart frog""]",4,0,"Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A koala is an example of a mammal.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A kangaroo is a mammal. It has fur and feeds its young milk.
Kangaroos hop to move around. They use their large tails for balance while hopping.
A loon is a bird. It has feathers, two wings, and a beak.
Loons usually live near lakes. They dive in the water to hunt for food.
A great crested newt is an amphibian. It has moist skin and begins its life in water.
Some newts live in water. Other newts live on land but lay their eggs in water.
A poison dart frog is an amphibian. It has moist skin and begins its life in water.
Poison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_07313,images/train/train_07313.png,Which better describes the Kibale National Forest ecosystem?,"[""It has cold winters. It also has soil that is rich in nutrients."", ""It has year-round rain. It also has soil that is poor in nutrients.""]",2,1,"Figure: Kibale National Forest.
Kibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Kibale National Forest has year-round rain. It also has soil that is poor in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_05056,images/train/train_05056.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""logos (reason)"", ""ethos (character)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion. It links the product to feelings of belonging and family love.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_12372,images/train/train_12372.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""ULTRAPETALA1 protein . . . ULT1 gene"", ""ULT1 gene . . . ULTRAPETALA1 protein""]",2,1,"The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.

Some plant proteins control how flowers grow and develop. In Arabidopsis thaliana (A. thaliana) plants, one of these proteins is called ULTRAPETALA1. The ULTRAPETALA1 protein is encoded by the ULT1 gene.
The ULTRAPETALA1 protein allows only a specific number of cells in the growing flower bud to divide and form petals. This results in A. thaliana flowers with four petals.
A certain A. thaliana plant had a mutation in the ULT1 gene that caused the plant to have flowers with six petals instead of four. Compared to the ULT1 gene without a mutation, the mutated ULT1 gene encoded a form of the ULTRAPETALA1 protein with a different structure.
This different form of the ULTRAPETALA1 protein allowed more cells than normal to grow and form petals.
Figure: an A. thaliana flower with four petals.","An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.","A mutation in a gene may affect the protein it encodes.
So, the mutation in the ULT1 gene affected the structure and function of the ULTRAPETALA1 protein.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
train_11476,images/train/train_11476.png,"Is ethyl alcohol a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Ethyl alcohol is a liquid you can use to clean things. If you pour ethyl alcohol into a different container, the ethyl alcohol will take the shape of that container. But the ethyl alcohol will still take up the same amount of space.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_11049,images/train/train_11049.png,Select the amphibian below.,"[""fruit bat"", ""fire salamander"", ""box turtle"", ""gharial""]",4,1,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A cane toad is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A fire salamander is an amphibian. It has moist skin and begins its life in water.
Fire salamanders can release poison from their skin. This poison helps protect them from predators.
A gharial is a reptile. It has scaly, waterproof skin.
Gharials are a type of crocodile. Gharials live near rivers and eat fish.
A box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!
A fruit bat is a mammal. It has hair and feeds its young milk.
Fruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_10483,images/train/train_10483.png,Which better describes the Steigerwald Forest ecosystem?,"[""It has cold, wet winters. It also has soil that is poor in nutrients."", ""It has soil that is rich in nutrients. It also has only a few types of trees.""]",2,1,"Figure: Steigerwald Forest.
The Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Steigerwald Forest has soil that is rich in nutrients. It also has only a few types of trees.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_02138,images/train/train_02138.png,Select the amphibian below.,"[""arroyo toad"", ""clownfish"", ""blue-footed booby"", ""sea otter""]",4,0,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A red-spotted newt is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A blue-footed booby is a bird. It has feathers, two wings, and a beak.
Blue-footed boobies live on tropical islands in the Pacific Ocean.
A sea otter is a mammal. It has fur and feeds its young milk.
Sea otters have very thick fur. Their fur keeps them warm in cold water.
An arroyo toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A clownfish is a fish. It lives underwater. It has fins, not limbs.
Clownfish live with animals called anemones. In the image of the clownfish, you can see the green anemone behind the clownfish.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_03745,images/train/train_03745.png,Which part of the peach tree do we usually eat?,"[""the stem"", ""the root"", ""the fruit""]",3,2,People use peach trees for food. We usually eat the part of this plant that contains the seeds. It grows from a pollinated flower.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the peach tree we usually eat is the fruit. It contains the seeds.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_08533,images/train/train_08533.png,Select the organism in the same genus as the mountain zebra.,"[""Equus zebra"", ""Macropus giganteus"", ""Camelus bactrianus""]",3,0,This organism is a mountain zebra. Its scientific name is Equus zebra.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A mountain zebra's scientific name is Equus zebra. The first word of its scientific name is Equus.
This organism and the mountain zebra are in the same genus and the same species! Both organisms have the same scientific name, Equus zebra.
Macropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Equus zebra are not in the same genus.
Camelus bactrianus is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus bactrianus and Equus zebra are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09113,images/train/train_09113.png,Which statement describes the Taklamakan Desert ecosystem?,"[""It has dry, thin soil."", ""It has warm summers and mild winters."", ""It has a medium amount of rain.""]",3,0,"Figure: Taklamakan Desert.
The Taklamakan Desert is a cold desert ecosystem in northwestern China. Towns in this desert were stops along the Silk Road, a historical trade route between China and eastern Europe.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statement describes the Taklamakan Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has dry, thin soil. The following statements do not describe the Taklamakan Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has warm summers and mild winters. It has a medium amount of rain.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_01967,images/train/train_01967.png,Which statement describes the Tibetan Plateau ecosystem?,"[""It has dry, thin soil that is rich in nutrients."", ""It has many evergreen trees."", ""It has mostly small plants.""]",3,2,"Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India. The plateau is over 14,800 feet high and is surrounded by many mountain ranges.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Tibetan Plateau ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has mostly small plants. The following statements do not describe the Tibetan Plateau: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has many evergreen trees. It has dry, thin soil that is rich in nutrients.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
train_05655,images/train/train_05655.png,Select the fish below.,"[""bull shark"", ""Hermann's tortoise"", ""olive toad"", ""horned frog""]",4,0,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A goldfish is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A bull shark is a fish. It lives underwater. It has fins, not limbs.
Bull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.
An olive toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A horned frog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
A Hermann's tortoise is a reptile. It has scaly, waterproof skin.
A tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_12214,images/train/train_12214.png,Which statement describes the Sonoran Desert ecosystem?,"[""It has thick, moist soil."", ""It has warm, wet summers."", ""It has a small amount of rain.""]",3,2,"Figure: Sonoran Desert.
The Sonoran Desert is a hot desert ecosystem in the southwestern United States and northwestern Mexico. This desert is home to wild saguaro cactus, which can grow over 70 feet tall.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has warm, wet summers. It has thick, moist soil.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_04940,images/train/train_04940.png,Select the organism in the same genus as the spot-billed pelican.,"[""Falco novaeseelandiae"", ""Strix uralensis"", ""Pelecanus crispus""]",3,2,This organism is a spot-billed pelican. Its scientific name is Pelecanus philippensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A spot-billed pelican's scientific name is Pelecanus philippensis. The first word of its scientific name is Pelecanus.
Pelecanus crispus is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus crispus and Pelecanus philippensis are in the same genus.
Falco novaeseelandiae is in the genus Falco. The first word of its scientific name is Falco. So, Falco novaeseelandiae and Pelecanus philippensis are not in the same genus.
Strix uralensis is in the genus Strix. The first word of its scientific name is Strix. So, Strix uralensis and Pelecanus philippensis are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_08177,images/train/train_08177.png,Select the fish below.,"[""toco toucan"", ""flamingo"", ""Banggai cardinalfish"", ""loon""]",4,2,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A piranha is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A loon is a bird. It has feathers, two wings, and a beak.
Loons usually live near lakes. They dive in the water to hunt for food.
A toco toucan is a bird. It has feathers, two wings, and a beak.
Toucans have large beaks. A toucan's beak can be half as long as its body.
A flamingo is a bird. It has feathers, two wings, and a beak.
Flamingos live in large groups. These groups are called flocks.
A Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.
Cardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_01840,images/train/train_01840.png,Select the fish below.,"[""American bullfrog"", ""whale shark"", ""sea turtle"", ""yak""]",4,1,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A clownfish is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","An American bullfrog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
A yak is a mammal. It has hair and feeds its young milk.
Yaks live in cold places. Their long hair helps keep them warm.
A sea turtle is a reptile. It has scaly, waterproof skin.
Sea turtles live in the water, but they lay their eggs on land.
A whale shark is a fish. It lives underwater. It has fins, not limbs.
Whale sharks are the largest fish in the world! Adult whale sharks can weigh over 21 tons—as much as seven elephants!",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_06563,images/train/train_06563.png,Which statement describes the Cerrado ecosystem?,"[""It has warm summers and warm winters."", ""It has soil that is rich in nutrients."", ""It has a small amount of rain.""]",3,0,"Figure: Cerrado.
The savanna grasslands of Brazil are called the Cerrado. The Cerrado covers over one-fifth of Brazil and is home to termites, anteaters, armadillos, and other organisms.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statement describes the Cerrado ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has warm summers and warm winters. The following statements do not describe the Cerrado: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a small amount of rain. It has soil that is rich in nutrients.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_06308,images/train/train_06308.png,Which better describes the Masoala National Park ecosystem?,"[""It has cold winters. It also has soil that is rich in nutrients."", ""It has year-round warm temperatures. It also has many different types of organisms.""]",2,1,"Figure: Masoala National Park.
Masoala National Park is a tropical rain forest ecosystem in northeastern Madagascar.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Masoala National Park has year-round warm temperatures. It also has many different types of organisms.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_03471,images/train/train_03471.png,Select the mammal below.,"[""brown pelican"", ""fruit bat"", ""barn owl"", ""emu""]",4,1,"Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A red howler is an example of a mammal.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A fruit bat is a mammal. It has hair and feeds its young milk.
Fruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.
An emu is a bird. It has feathers, two wings, and a beak.
Emus cannot fly, but they can run very fast. They run to avoid predators.
A barn owl is a bird. It has feathers, two wings, and a beak.
Barn owls live on every continent except Antarctica.
A brown pelican is a bird. It has feathers, two wings, and a beak.
Brown pelicans live near water. They can dive underwater to catch fish.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_09956,images/train/train_09956.png,Which part of the cabbage plant do we usually eat?,"[""the leaves"", ""the flowers"", ""the fruit""]",3,0,People use cabbage plants for food. Photosynthesis makes food for the plant. We usually eat the part of the plant that does most of the photosynthesis.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the cabbage plant we usually eat is the leaves. They do most of the photosynthesis to make food for the plant.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_01077,images/train/train_01077.png,Select the reptile below.,"[""porcupinefish"", ""anchovy"", ""fire salamander"", ""cobra""]",4,3,"Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A Chinese alligator is an example of a reptile.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A fire salamander is an amphibian. It has moist skin and begins its life in water.
Fire salamanders can release poison from their skin. This poison helps protect them from predators.
A cobra is a reptile. It has scaly, waterproof skin.
Most cobras have a wide, flat hood below their head. A cobra can display its hood to scare away a predator.
An anchovy is a fish. It lives underwater. It has fins, not limbs.
An anchovy is a small fish that lives in the ocean. Like some other types of fish, anchovies swim in large groups called schools.
A porcupinefish is a fish. It lives underwater. It has fins, not limbs.
Porcupinefish can puff up their bodies with air or water to scare off predators.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_08726,images/train/train_08726.png,"Is glitter a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Glitter is a solid. A solid has a size and shape of its own. Glitter is made of many small pieces of plastic.
Imagine putting many pieces of glitter in a bottle. The glitter takes the shape of the bottle, as a liquid would. But be careful! Glitter is not a liquid. Each piece of glitter still has a size and shape of its own. So, glitter is a solid.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_03620,images/train/train_03620.png,Select the bird below.,"[""barn owl"", ""thresher shark"", ""red howler"", ""box turtle""]",4,0,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A blue-footed booby is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A thresher shark is a fish. It lives underwater. It has fins, not limbs.
A thresher shark has a long tail. It can use its tail to hit and stun prey.
A red howler is a mammal. It has hair and feeds its young milk.
Howler monkeys have loud calls, or howls. Their calls can be heard over three miles away!
A barn owl is a bird. It has feathers, two wings, and a beak.
Barn owls live on every continent except Antarctica.
A box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_11957,images/train/train_11957.png,Select the organism in the same species as the moon jellyfish.,"[""Aequorea victoria"", ""Cyanea capillata"", ""Aurelia aurita""]",3,2,This organism is a moon jellyfish. Its scientific name is Aurelia aurita.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A moon jellyfish's scientific name is Aurelia aurita.
Aequorea victoria does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Aequorea victoria are not in the same species.
Cyanea capillata does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Cyanea capillata are not in the same species.
Aurelia aurita has the same scientific name as a moon jellyfish. So, these organisms are in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02483,images/train/train_02483.png,Select the amphibian below.,"[""brown tree frog"", ""Tasmanian devil"", ""bison"", ""tiger shark""]",4,0,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A cane toad is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A bison is a mammal. It has fur and feeds its young milk.
Male bison have horns. They can use their horns to defend themselves.
A tiger shark is a fish. It lives underwater. It has fins, not limbs.
Tiger sharks are nocturnal. This means that they are active mostly at night.
A brown tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
A Tasmanian devil is a mammal. It has fur and feeds its young milk.
Tasmanian devils are meat-eating marsupials. They live on the island of Tasmania, near Australia.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_04595,images/train/train_04595.png,Select the organism in the same genus as the American bullfrog.,"[""Hyla cinerea"", ""Lithobates palustris"", ""Agalychnis callidryas""]",3,1,This organism is an American bullfrog. Its scientific name is Lithobates catesbeianus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An American bullfrog's scientific name is Lithobates catesbeianus. The first word of its scientific name is Lithobates.
Hyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Lithobates catesbeianus are not in the same genus.
Lithobates palustris is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates palustris and Lithobates catesbeianus are in the same genus.
Agalychnis callidryas is in the genus Agalychnis. The first word of its scientific name is Agalychnis. So, Agalychnis callidryas and Lithobates catesbeianus are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_09940,images/train/train_09940.png,Select the organism in the same species as the American bullfrog.,"[""Hemidactylus turcicus"", ""Lithobates catesbeianus"", ""Bufo guttatus""]",3,1,This organism is an American bullfrog. Its scientific name is Lithobates catesbeianus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An American bullfrog's scientific name is Lithobates catesbeianus.
Hemidactylus turcicus does not have the same scientific name as an American bullfrog. So, Lithobates catesbeianus and Hemidactylus turcicus are not in the same species.
Lithobates catesbeianus has the same scientific name as an American bullfrog. So, these organisms are in the same species.
Bufo guttatus does not have the same scientific name as an American bullfrog. So, Lithobates catesbeianus and Bufo guttatus are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_06168,images/train/train_06168.png,Select the reptile below.,"[""elongated tortoise"", ""eagle ray"", ""porcupinefish"", ""fruit bat""]",4,0,"Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A Mojave rattlesnake is an example of a reptile.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A porcupinefish is a fish. It lives underwater. It has fins, not limbs.
Porcupinefish can puff up their bodies with air or water to scare off predators.
A fruit bat is a mammal. It has hair and feeds its young milk.
Fruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.
An eagle ray is a fish. It lives underwater. It has fins, not limbs.
Rays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.
An elongated tortoise is a reptile. It has scaly, waterproof skin.
A tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_03398,images/train/train_03398.png,"Complete the sentence.
The Saharan Atlas formed at a () boundary.","[""convergent"", ""transform"", ""divergent""]",3,0,"Read the passage and look at the picture.
The Saharan Atlas, a mountain range in northern Africa, began to form millions of years ago as the Eurasian Plate and the African Plate moved toward each other. As the plates collided, the continental crust was forced upward to form tall mountains.
Along the sides of the mountains in the Saharan Atlas, there are riverbeds called wadis. Wadis contain water only during wet seasons. The rest of the year, the river beds are dry.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
One type of convergent boundary is a continent-continent collision. This type of boundary forms when two plates with continental crust move toward each other. The collision compresses and folds the continental crust, forcing it upward to form a mountain range.","To figure out what type of plate boundary formed the Saharan Atlas, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Saharan Atlas, a mountain range in northern Africa, began to form millions of years ago as the Eurasian Plate and the African Plate moved toward each other. As the plates collided, the continental crust was forced upward to form tall mountains.
Along the sides of the mountains in the Saharan Atlas, there are riverbeds called wadis. Wadis contain water only during wet seasons. The rest of the year, the river beds are dry.
The underlined part of the passage explains that the Saharan Atlas formed as the two plates collided, or ran into each other. For two plates to collide, they must be moving toward each other. So, the Saharan Atlas formed at a convergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_02650,images/train/train_02650.png,"In this experiment, which were part of an experimental group?","[""the pots with salted water"", ""the pots with pure water""]",2,0,"The passage below describes an experiment.

Stefan was a chef's assistant in an Italian restaurant. One of his coworkers told him that adding salt to water would cause the spaghetti to cook faster.
Stefan gathered six pots that were the same size. He filled each pot with the same amount of pure water. He added one tablespoon of salt to each of three pots. He did not add salt to the other three pots. Then, Stefan boiled spaghetti in each pot. He checked how firm the spaghetti was after five minutes of boiling.
Figure: spaghetti in a pot.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Stefan investigated whether adding salt to water affects how quickly spaghetti cooks. So, the pots with salted water were part of an experimental group.
The pots with pure water did not have salt. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_07648,images/train/train_07648.png,Select the organism in the same genus as the bush honeysuckle.,"[""Camellia sasanqua"", ""Sarracenia purpurea"", ""Lonicera japonica""]",3,2,This organism is a bush honeysuckle. Its scientific name is Lonicera maackii.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A bush honeysuckle's scientific name is Lonicera maackii. The first word of its scientific name is Lonicera.
Sarracenia purpurea is in the genus Sarracenia. The first word of its scientific name is Sarracenia. So, Sarracenia purpurea and Lonicera maackii are not in the same genus.
Lonicera japonica is in the genus Lonicera. The first word of its scientific name is Lonicera. So, Lonicera japonica and Lonicera maackii are in the same genus.
Camellia sasanqua is in the genus Camellia. The first word of its scientific name is Camellia. So, Camellia sasanqua and Lonicera maackii are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_09769,images/train/train_09769.png,"In this experiment, which were part of an experimental group?","[""the plants watered with tap water"", ""the plants watered with greywater""]",2,1,"The passage below describes an experiment.

Nora wanted to find ways to save water. She learned that people can reuse greywater, which is water that has been used in sinks, tubs, and washing machines. She wondered if her plants would be less healthy if she watered them with greywater instead of tap water.
Nora placed eight potted petunia plants on her windowsill. For three months, she watered four of the plants with greywater and the other four with tap water. At the end of three months, she counted the number of dead leaves on each plant.
Figure: watering petunia plants.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Nora investigated whether watering plants with greywater affects the health of the plants. So, the plants watered with greywater were part of an experimental group.
The plants watered with tap water did not get greywater. So, they were not part of an experimental group.",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_08221,images/train/train_08221.png,Which better describes the Serengeti National Park ecosystem?,"[""It has warm winters. It also has a rainy season and a dry season."", ""It has year-round rain. It also has soil that is poor in nutrients.""]",2,0,"Figure: Serengeti National Park.
Serengeti National Park is a savanna grassland ecosystem in Tanzania, a country in eastern Africa.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, Serengeti National Park has warm winters. It also has a rainy season and a dry season.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_08509,images/train/train_08509.png,"Is saliva a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Saliva is a liquid. A liquid can change shape. But it still takes up the same amount of space.
When a dog begs for a treat, saliva might drip from its mouth.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_05878,images/train/train_05878.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,2,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason, by citing research to show that the advertised toothpaste is highly effective.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_04044,images/train/train_04044.png,Which better describes the Shenandoah National Park ecosystem?,"[""It has warm, wet summers. It also has only a few types of trees."", ""It has cold, wet winters. It also has soil that is poor in nutrients.""]",2,0,"Figure: Shenandoah National Park.
Shenandoah National Park is a temperate deciduous forest ecosystem in northern Virginia.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Shenandoah National Park has warm, wet summers. It also has only a few types of trees.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_01709,images/train/train_01709.png,Which better describes the Pisgah National Forest ecosystem?,"[""It has soil that is rich in nutrients. It also has only a few types of trees."", ""It has warm, dry summers. It also has many different types of trees.""]",2,0,"Figure: Pisgah National Forest.
The Pisgah National Forest is a temperate deciduous forest ecosystem in western North Carolina.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Pisgah National Forest has soil that is rich in nutrients. It also has only a few types of trees.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_02169,images/train/train_02169.png,Which trait did Canis dirus have? Select the trait you can observe on the fossil.,"[""dark-brown fur"", ""horns"", ""pointed teeth""]",3,2,"This picture shows a fossil of an ancient animal called Canis dirus.
Canis dirus went extinct over 10,000 years ago. Fossils of Canis dirus have been found in North and South America.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_12284,images/train/train_12284.png,Which trait did Canis dirus have? Select the trait you can observe on the fossil.,"[""horns"", ""four legs"", ""dark-brown fur""]",3,1,"This picture shows a fossil of an ancient animal called Canis dirus.
Canis dirus went extinct over 10,000 years ago. Fossils of Canis dirus have been found in North and South America.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_04750,images/train/train_04750.png,Which part of the chickpea plant do we usually eat?,"[""the seeds"", ""the flowers"", ""the fruit""]",3,0,People use chickpea plants for food. We usually eat the part of this plant that can grow into a new plant.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the chickpea plant we usually eat is the seeds. They can grow into a new plant.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_11158,images/train/train_11158.png,Select the fish below.,"[""Nile crocodile"", ""painted stork"", ""cane toad"", ""seahorse""]",4,3,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A manta ray is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A seahorse is a fish. It lives underwater. It has fins, not limbs.
Seahorses live in shallow, warm water. They can use their tails to hold on to plants.
A painted stork is a bird. It has feathers, two wings, and a beak.
Storks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.
A cane toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A Nile crocodile is a reptile. It has scaly, waterproof skin.
Crocodiles hunt their prey in or near water.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_07279,images/train/train_07279.png,"Complete the sentence.
The Queen Charlotte Fault formed at a () boundary.","[""convergent"", ""divergent"", ""transform""]",3,2,"Read the passage and look at the picture.
The Queen Charlotte Fault marks a boundary between the Pacific Plate and the North American Plate. The two plates slide past each other along this fault, which lies off the west coast of British Columbia, Canada. A magnitude 8.1 earthquake occurred along this fault in 1949, forming a crack in Earth's crust over 500 kilometers long.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a convergent boundary, two plates are moving toward each other.
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
transform boundary
When the plates at a transform boundary slide past each other, they usually move in one of two ways. Either the plates move in opposite directions, or they move in the same direction but at different rates.
The boundary between the two plates is called a fault. When the two plates move suddenly, an earthquake can happen along the fault.","To figure out what type of plate boundary formed the Queen Charlotte Fault, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Queen Charlotte Fault marks a boundary between the Pacific Plate and the North American Plate. The two plates slide past each other along this fault, which lies off the west coast of British Columbia, Canada. A magnitude 8.1 earthquake occurred along this fault in 1949, forming a crack in Earth's crust over 500 kilometers long.
The underlined part of the passage explains that the two plates are sliding past each other. So, the Queen Charlotte Fault formed at a transform boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_02678,images/train/train_02678.png,Which letter represents the location of Rome?,"[""E"", ""D"", ""A"", ""C"", ""B""]",5,4,"The city of Rome is located on the Italian Peninsula. A peninsula is a landform with water on three sides. Rome has existed for about 2,700 years, and at one time, it was one of the wealthiest and most powerful cities in the world. Look at the map. Then answer the question below.",,"Look at the map.
Rome is located on the Italian Peninsula. Find the part of the map labeled ""Italy."" This boot-shaped piece of land is the Italian Peninsula, and the city shown on that peninsula is Rome! Today, Rome is the capital of the country of Italy.
The other cities on the map are not on the Italian Peninsula. But each of them was important to Rome at different points in history.",closed choice,grade6,social science,world-history,Rome and the Byzantine Empire,The beginnings of Rome
train_09957,images/train/train_09957.png,What evidence of an earthquake does this picture show?,"[""There are large cracks in the road."", ""There is a white line along the side of the road.""]",2,0,"This picture was taken after an earthquake. During an earthquake, the ground shakes.","Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_00452,images/train/train_00452.png,Select the mammal below.,"[""poison dart frog"", ""fruit bat"", ""manta ray"", ""piranha""]",4,1,"Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A giraffe is an example of a mammal.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A fruit bat is a mammal. It has hair and feeds its young milk.
Fruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.
A poison dart frog is an amphibian. It has moist skin and begins its life in water.
Poison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.
A manta ray is a fish. It lives underwater. It has fins, not limbs.
Rays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.
A piranha is a fish. It lives underwater. It has fins, not limbs.
Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_00998,images/train/train_00998.png,Select the mammal below.,"[""green tree frog"", ""cassowary"", ""Canadian lynx"", ""barn owl""]",4,2,"Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A giraffe is an example of a mammal.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A barn owl is a bird. It has feathers, two wings, and a beak.
Barn owls live on every continent except Antarctica.
A cassowary is a bird. It has feathers, two wings, and a beak.
Cassowaries have wings, but they cannot fly! They can run very fast.
A Canadian lynx is a mammal. It has fur and feeds its young milk.
Canadian lynx have padded feet to help them walk on snow.
A green tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_03651,images/train/train_03651.png,What evidence of a volcanic eruption does this picture show?,"[""There is smoke coming out of the volcano."", ""Some of the hills are covered in trees.""]",2,0,This picture was taken during a volcanic eruption. A volcanic eruption happens when melted rock comes out from under the ground.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_07806,images/train/train_07806.png,Which better describes the Galapagos Rift ecosystem?,"[""It has water at the bottom of the ocean. It also has organisms that crawl or stick to the ground."", ""It has no sunlight. It also has many large swimming organisms.""]",2,0,"Figure: Galapagos Rift.
The Galapagos Rift is a deep sea ecosystem in the eastern Pacific Ocean.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the Galapagos Rift has water at the bottom of the ocean. It also has organisms that crawl or stick to the ground.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_05669,images/train/train_05669.png,Select the bird below.,"[""parrotfish"", ""porcupinefish"", ""Tasmanian devil"", ""white stork""]",4,3,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A blue-footed booby is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A porcupinefish is a fish. It lives underwater. It has fins, not limbs.
Porcupinefish can puff up their bodies with air or water to scare off predators.
A white stork is a bird. It has feathers, two wings, and a beak.
Storks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.
A Tasmanian devil is a mammal. It has fur and feeds its young milk.
Tasmanian devils are meat-eating marsupials. They live on the island of Tasmania, near Australia.
A parrotfish is a fish. It lives underwater. It has fins, not limbs.
Parrotfish have fins and live underwater near coral reefs. They get their name from their bird-like beak!",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_01753,images/train/train_01753.png,Which better describes the Eastern Siberian Taiga ecosystem?,"[""It has short, cool summers. It also has soil that is rich in nutrients."", ""It has long, cold winters. It also has soil that is poor in nutrients.""]",2,1,"Figure: East Siberian Taiga.
The Eastern Siberian Taiga is a taiga ecosystem in Russia.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the Eastern Siberian Taiga has long, cold winters. It also has soil that is poor in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_08253,images/train/train_08253.png,Which better describes the Amazon rain forest ecosystem?,"[""It has soil that is poor in nutrients. It also has many different types of organisms."", ""It has cold winters. It also has many different types of organisms.""]",2,0,"Figure: Amazon rain forest.
The Amazon rain forest is a tropical rain forest ecosystem located in Brazil, Peru, and several other South American countries.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Amazon rain forest has soil that is poor in nutrients. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_08406,images/train/train_08406.png,Select the amphibian below.,"[""piranha"", ""blue-footed booby"", ""western toad"", ""woodpecker""]",4,2,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A poison dart frog is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A western toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A woodpecker is a bird. It has feathers, two wings, and a beak.
Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.
A piranha is a fish. It lives underwater. It has fins, not limbs.
Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.
A blue-footed booby is a bird. It has feathers, two wings, and a beak.
Blue-footed boobies live on tropical islands in the Pacific Ocean.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_09727,images/train/train_09727.png,"In this experiment, which were part of an experimental group?","[""the plots with fires"", ""the plots with no fires""]",2,0,"The passage below describes an experiment.

Dr. Moran was the land manager for a prairie. The prairie had become overrun by unwanted grasses that were crowding out other plants. Dr. Moran thought she could use fire to remove the unwanted grasses.
Dr. Moran marked off six plots within a large area of the prairie. In three of the plots, she set a carefully controlled fire to burn all of the plants once each year for three years. In the remaining three plots, she did not set any fires. A year after the last fire, Dr. Moran estimated the percentage of area covered by unwanted grasses in each of the six plots.
Figure: a fire burning a prairie.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Dr. Moran investigated whether burning plots of prairie affects which grasses grow. So, the plots with fires were part of an experimental group.
The plots with no fires were not burned. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_10597,images/train/train_10597.png,"In this experiment, which were part of a control group?","[""the plots with no fires"", ""the plots with fires""]",2,0,"The passage below describes an experiment.

Dr. Christensen was the land manager for a prairie. The prairie had become overrun by unwanted grasses that were crowding out other plants. Dr. Christensen thought she could use fire to remove the unwanted grasses.
Dr. Christensen marked off six plots within a large area of the prairie. In three of the plots, she set a carefully controlled fire to burn all of the plants once each year for three years. In the remaining three plots, she did not set any fires. A year after the last fire, Dr. Christensen estimated the percentage of area covered by unwanted grasses in each of the six plots.
Figure: a fire burning a prairie.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Dr. Christensen investigated whether burning plots of prairie affects which grasses grow. The plots with no fires were not burned. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_09036,images/train/train_09036.png,Which better describes the Great Victoria Desert ecosystem?,"[""It has a small amount of rain. It also has dry, thin soil."", ""It has mostly small plants. It also has only a few types of organisms.""]",2,0,"Figure: Great Victoria Desert.
The Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Great Victoria Desert has a small amount of rain. It also has dry, thin soil.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_04393,images/train/train_04393.png,Which part of the soybean plant do we usually eat?,"[""the seeds"", ""the leaves"", ""the fruit""]",3,0,People use soybean plants for food. We usually eat the part of this plant that can grow into a new plant.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",The part of the soybean plant we usually eat is the seeds. They can grow into a new plant.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
train_10430,images/train/train_10430.png,Which statement describes the Sahara Desert ecosystem?,"[""It has thick, moist soil"", ""It has dry, thin soil."", ""It has only a few types of organisms.""]",3,1,"Figure: Sahara Desert.
The Sahara Desert in northern Africa is the largest hot desert in the world. Less than one-fifth of this desert is covered in sand dunes. Most of the Sahara Desert is covered by bare rock, gravel, and pebbles!","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, many different types of organisms, and It has thick, moist soil. So, the following statement describes the Sahara Desert ecosystem: a small amount of rain, dry, thin soil, many different types of organisms, and It has thick, moist soil. It has dry, thin soil. The following statements do not describe the Sahara Desert: a small amount of rain, dry, thin soil, many different types of organisms, and It has thick, moist soil. It has only a few types of organisms.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
train_04958,images/train/train_04958.png,Which better describes the Gran Sabana ecosystem?,"[""It has a rainy season and a dry season. It also has warm summers."", ""It has a rainy season and a dry season. It also has long, cold winters.""]",2,0,"Figure: Gran Sabana.
The Gran Sabana is a savanna grassland ecosystem in southeastern Venezuela.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the Gran Sabana has a rainy season and a dry season. It also has warm summers.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_11215,images/train/train_11215.png,Which better describes the Shenandoah National Park ecosystem?,"[""It has cold, wet winters. It also has soil that is rich in nutrients."", ""It has warm, dry summers. It also has many different types of trees.""]",2,0,"Figure: Shenandoah National Park.
Shenandoah National Park is a temperate deciduous forest ecosystem in northern Virginia.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Shenandoah National Park has cold, wet winters. It also has soil that is rich in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_10932,images/train/train_10932.png,Select the organism in the same genus as the silver gull.,"[""Goura scheepmakeri"", ""Cyanocitta stelleri"", ""Chroicocephalus scopulinus""]",3,2,This organism is a silver gull. Its scientific name is Chroicocephalus novaehollandiae.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A silver gull's scientific name is Chroicocephalus novaehollandiae. The first word of its scientific name is Chroicocephalus.
Chroicocephalus scopulinus is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus scopulinus and Chroicocephalus novaehollandiae are in the same genus.
Cyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Chroicocephalus novaehollandiae are not in the same genus.
Goura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Chroicocephalus novaehollandiae are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_11841,images/train/train_11841.png,Select the organism in the same species as the silver gull.,"[""Larus michahellis"", ""Chroicocephalus novaehollandiae"", ""Strix nebulosa""]",3,1,This organism is a silver gull. Its scientific name is Chroicocephalus novaehollandiae.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A silver gull's scientific name is Chroicocephalus novaehollandiae.
Chroicocephalus novaehollandiae has the same scientific name as a silver gull. So, these organisms are in the same species.
Strix nebulosa does not have the same scientific name as a silver gull. So, Chroicocephalus novaehollandiae and Strix nebulosa are not in the same species.
Larus michahellis does not have the same scientific name as a silver gull. So, Chroicocephalus novaehollandiae and Larus michahellis are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_03369,images/train/train_03369.png,Select the bird below.,"[""American bullfrog"", ""albatross"", ""red-eyed tree frog"", ""hammerhead shark""]",4,1,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A white stork is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A hammerhead shark is a fish. It lives underwater. It has fins, not limbs.
Hammerhead sharks get their names from the shape of their heads. They have a wide, flat head and a small mouth.
A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.
A red-eyed tree frog has sticky pads on its toes. The sticky pads help the red-eyed tree frog hold on to leaves.
An albatross is a bird. It has feathers, two wings, and a beak.
Albatrosses live near the ocean. They hunt squid, fish, and other small animals.
An American bullfrog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_06224,images/train/train_06224.png,Select the fish below.,"[""bald eagle"", ""anchovy"", ""brown tree frog"", ""loon""]",4,1,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A tiger shark is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","An anchovy is a fish. It lives underwater. It has fins, not limbs.
An anchovy is a small fish that lives in the ocean. Like some other types of fish, anchovies swim in large groups called schools.
A bald eagle is a bird. It has feathers, two wings, and a beak.
Bald eagles live in trees near water. They build nests that can be up to 13 feet wide!
A loon is a bird. It has feathers, two wings, and a beak.
Loons usually live near lakes. They dive in the water to hunt for food.
A brown tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_10381,images/train/train_10381.png,Why are kangaroos called boxers?,"[""because of how they use their arms to fight"", ""because they lick their arms before fighting"", ""because they have strong back legs""]",3,0,"Read the text about kangaroos.
Kangaroos are unusual-looking animals. But their funny-looking bodies help them survive in the wild. Thanks to their strong back legs, kangaroos can jump up to thirty feet high. They also pound their long feet and big tails on the ground to warn other kangaroos of danger.
Kangaroos use their short arms to defend themselves against each other or dangerous animals, such as wild dogs. Some people call kangaroos boxers because of the way they hold their arms when they fight. Kangaroos also sometimes lick their arms on hot days. They do this to cool off. From head to toe, kangaroos use what they have to stay safe and comfortable in the wild.",,"Look at the text in bold below. It tells you why kangaroos are called boxers.
Kangaroos use their short arms to defend against each other or dangerous animals, such as wild dogs. Some people call kangaroos boxers because of the way they hold their arms when they fight. Kangaroos sometimes lick their arms on hot days. They do this to cool off. From head to toe, kangaroos use what they have to stay safe and comfortable in the wild.",closed choice,grade3,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
train_10473,images/train/train_10473.png,Which better describes the Oglala National Grassland ecosystem?,"[""It has hot summers and cool winters. It also has soil that is rich in nutrients."", ""It has a small amount of rain. It also has dry, thin soil.""]",2,0,"Figure: Oglala National Grassland.
Oglala National Grassland is a prairie grassland ecosystem in northwestern Nebraska.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, Oglala National Grassland has hot summers and cool winters. It also has soil that is rich in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_03480,images/train/train_03480.png,Select the organism in the same genus as the common kestrel.,"[""Pelecanus rufescens"", ""Ardea alba"", ""Falco sparverius""]",3,2,This organism is a common kestrel. Its scientific name is Falco tinnunculus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.
Falco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Falco tinnunculus are in the same genus.
Pelecanus rufescens is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus rufescens and Falco tinnunculus are not in the same genus.
Ardea alba is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea alba and Falco tinnunculus are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05958,images/train/train_05958.png,Select the organism in the same genus as the common kestrel.,"[""Bubo scandiacus"", ""Ardea alba"", ""Falco tinnunculus""]",3,2,This organism is a common kestrel. Its scientific name is Falco tinnunculus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.
This organism and the common kestrel are in the same genus and the same species! Both organisms have the same scientific name, Falco tinnunculus.
Bubo scandiacus is in the genus Bubo. The first word of its scientific name is Bubo. So, Bubo scandiacus and Falco tinnunculus are not in the same genus.
Ardea alba is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea alba and Falco tinnunculus are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_02337,images/train/train_02337.png,Which statement describes the Oglala National Grassland ecosystem?,"[""It has hot summers and cool winters."", ""It has heavy rain."", ""It has cold winters and cool summers.""]",3,0,"Figure: Oglala National Grassland.
Oglala National Grassland is a prairie grassland ecosystem in northwestern Nebraska. This grassland contains large rock formations called badlands.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statement describes the Oglala National Grassland ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has hot summers and cool winters. The following statements do not describe Oglala National Grassland: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has heavy rain. It has cold winters and cool summers.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_01606,images/train/train_01606.png,Select the organism in the same genus as the sand cat.,"[""Lynx lynx"", ""Felis catus"", ""Lynx rufus""]",3,1,This organism is a sand cat. Its scientific name is Felis margarita.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A sand cat's scientific name is Felis margarita. The first word of its scientific name is Felis.
Lynx rufus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx rufus and Felis margarita are not in the same genus.
Felis catus is in the genus Felis. The first word of its scientific name is Felis. So, Felis catus and Felis margarita are in the same genus.
Lynx lynx is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx lynx and Felis margarita are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
train_07139,images/train/train_07139.png,Select the reptile below.,"[""green tree frog"", ""human"", ""salmon"", ""green iguana""]",4,3,"Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A western rattlesnake is an example of a reptile.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A salmon is a fish. It lives underwater. It has fins, not limbs.
Unlike most other fish, salmon can live in both fresh water and salt water.
A green iguana is a reptile. It has scaly, waterproof skin.
Iguanas are a type of lizard. Iguanas eat plants and fruit.
A human is a mammal. It has hair and feeds its young milk.
Humans are a type of animal called a primate. Monkeys and apes are also primates.
A green tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_10302,images/train/train_10302.png,Which better describes the Everglades National Park ecosystem?,"[""It has soil that is poor in nutrients. It also has other water ecosystems nearby."", ""It has soil that is rich in nutrients. It also has other water ecosystems nearby.""]",2,1,"Figure: Everglades National Park.
Everglades National Park is a wetland ecosystem in southern Florida.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, Everglades National Park has soil that is rich in nutrients. It also has other water ecosystems nearby.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_00944,images/train/train_00944.png,"Is grape juice a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","Grape juice is a liquid. A liquid takes the shape of any container it is in.
If you pour grape juice into a different container, the grape juice will take the shape of that container. But the grape juice will still take up the same amount of space.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_06836,images/train/train_06836.png,Which better describes the Great Victoria Desert ecosystem?,"[""It has dry, thin soil. It also has only a few types of organisms."", ""It has a small amount of rain. It also has many different types of organisms.""]",2,1,"Figure: Great Victoria Desert.
The Great Victoria Desert is a desert ecosystem in southern Australia.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A desert is a type of ecosystem. Deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Great Victoria Desert has a small amount of rain. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_00102,images/train/train_00102.png,Select the organism in the same genus as the crystal jellyfish.,"[""Goura victoria"", ""Larus occidentalis"", ""Aequorea victoria""]",3,2,This organism is a crystal jellyfish. Its scientific name is Aequorea victoria.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A crystal jellyfish's scientific name is Aequorea victoria. The first word of its scientific name is Aequorea.
This organism and the crystal jellyfish are in the same genus and the same species! Both organisms have the same scientific name, Aequorea victoria.
Goura victoria and Aequorea victoria are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Goura victoria and Aequorea victoria have the same species name within their genus, victoria. But the first words of their scientific names are different. Goura victoria is in the genus Goura, and Aequorea victoria is in the genus Aequorea.
Larus occidentalis is in the genus Larus. The first word of its scientific name is Larus. So, Larus occidentalis and Aequorea victoria are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_05749,images/train/train_05749.png,Select the organism in the same species as the crystal jellyfish.,"[""Cyanea capillata"", ""Aurelia aurita"", ""Aequorea victoria""]",3,2,This organism is a crystal jellyfish. Its scientific name is Aequorea victoria.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","A crystal jellyfish's scientific name is Aequorea victoria.
Aurelia aurita does not have the same scientific name as a crystal jellyfish. So, Aequorea victoria and Aurelia aurita are not in the same species.
Aequorea victoria has the same scientific name as a crystal jellyfish. So, these organisms are in the same species.
Cyanea capillata does not have the same scientific name as a crystal jellyfish. So, Aequorea victoria and Cyanea capillata are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
train_04052,images/train/train_04052.png,Which statement describes the Taklamakan Desert ecosystem?,"[""It has year-round snow."", ""It has long, cold winters."", ""It has a medium amount of rain.""]",3,1,"Figure: Taklamakan Desert.
The Taklamakan Desert is a cold desert ecosystem in northwestern China. Towns in this desert were stops along the Silk Road, a historical trade route between China and eastern Europe.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statement describes the Taklamakan Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has long, cold winters. The following statements do not describe the Taklamakan Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has a medium amount of rain. It has year-round snow.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_10564,images/train/train_10564.png,"Is a stick of butter a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","A stick of butter is a solid. A solid has a size and shape of its own.
When butter is warmed, it may melt into a liquid. But when a stick of butter is cold, it has a size and shape of its own.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_09074,images/train/train_09074.png,What evidence of a volcanic eruption does this picture show?,"[""There is snow on the volcano."", ""There is smoke coming out of the volcano.""]",2,1,This picture was taken during a volcanic eruption. A volcanic eruption happens when melted rock comes out from under the ground.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_06948,images/train/train_06948.png,Which statement describes the Taklamakan Desert ecosystem?,"[""It has year-round snow."", ""It has a small amount of rain or snow."", ""It has warm summers and mild winters.""]",3,1,"Figure: Taklamakan Desert.
The Taklamakan Desert is a cold desert ecosystem in northwestern China. Towns in this desert were stops along the Silk Road, a historical trade route between China and eastern Europe.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statement describes the Taklamakan Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has a small amount of rain or snow. The following statements do not describe the Taklamakan Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has year-round snow. It has warm summers and mild winters.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_11786,images/train/train_11786.png,Which statement is true about the average monthly temperature in Riyadh?,"[""June, July, and August are hotter than the other months of the year."", ""Each month of the year has about the same monthly temperature."", ""June, July, and August are colder than the other months of the year.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.","To describe the average temperature trends in Riyadh, look at the graph.
Choice ""Jun"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""June, July, and August are colder than the other months of the year."" is incorrect.
The average temperatures in June, July, and August are around 35°C. These months have the highest average temperatures of all of the months. So, they are hotter, not colder, than the other months.
Choice ""Each month of the year has about the same monthly temperature."" is incorrect.
Some months of the year have much higher temperatures than others. So, each month does not have the same temperature.
Choice ""June, July, and August are hotter than the other months of the year."" is incorrect.
The average temperatures in June, July, and August are around 35°C. These months have the highest average temperatures of all of the months. So, they are hotter than the other months.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_04873,images/train/train_04873.png,Which better describes the Lost City ecosystem?,"[""It has water at the bottom of the ocean. It also has organisms that crawl or stick to the ground."", ""It has no sunlight. It also has many large swimming organisms.""]",2,0,"Figure: Lost City.
Lost City is a deep sea ecosystem in the mid-Atlantic Ocean.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, Lost City has water at the bottom of the ocean. It also has organisms that crawl or stick to the ground.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_00776,images/train/train_00776.png,What evidence of a volcanic eruption does this picture show?,"[""There is red melted rock flowing down the cliff."", ""The sky is partly cloudy.""]",2,0,This picture was taken during a volcanic eruption. A volcanic eruption happens when melted rock comes out from under the ground.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_01623,images/train/train_01623.png,"Is a sidewalk a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","A sidewalk is a solid. A solid has a size and shape of its own.
A sidewalk has a size and shape of its own, even when you step on it.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_06684,images/train/train_06684.png,Select the bird below.,"[""tiger shark"", ""poison dart frog"", ""blue-footed booby"", ""Mojave rattlesnake""]",4,2,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A brown pelican is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A tiger shark is a fish. It lives underwater. It has fins, not limbs.
Tiger sharks are nocturnal. This means that they are active mostly at night.
A blue-footed booby is a bird. It has feathers, two wings, and a beak.
Blue-footed boobies live on tropical islands in the Pacific Ocean.
A poison dart frog is an amphibian. It has moist skin and begins its life in water.
Poison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.
A Mojave rattlesnake is a reptile. It has scaly, waterproof skin.
Rattlesnakes have fangs they can use to inject venom into their prey.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_02057,images/train/train_02057.png,"Complete the sentence.
 is what happens when pollen lands on a female cone.","[""Pollination"", ""Fertilization"", ""Photosynthesis""]",3,0,Male cones make pollen. Wind can blow pollen from a male cone to a female cone.,"Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?
Conifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.
The seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.","When pollen lands on a female cone, it is called pollination. This photograph shows wind blowing pollen from the male cones on a Japanese cedar tree.
Photosynthesis happens when plants use water, carbon dioxide, and energy from sunlight to make sugar.",closed choice,grade4,natural science,biology,Plants,Describe and construct conifer life cycles
train_10200,images/train/train_10200.png,"In this experiment, which were part of an experimental group?","[""the uncovered side mirrors"", ""the covered side mirrors""]",2,1,"The passage below describes an experiment.

On winter mornings, Elizabeth had to scrape the ice off of the windshield and side mirrors of her car. Her friend told her that she should cover her side mirrors with plastic bags overnight to stop ice from forming.
One winter night, Elizabeth secured a plastic bag over one of the side mirrors on her car. She left the other side mirror uncovered. In the morning, she checked the percentage of each mirror that was covered by ice. Elizabeth repeated this test every night for one week, alternating which mirror she covered each night.
Figure: a side mirror covered in ice.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Elizabeth investigated whether covering side mirrors with plastic bags affects how much ice forms on the mirrors. So, the covered side mirrors were part of an experimental group.
There were no bags on the uncovered side mirrors. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_10783,images/train/train_10783.png,Which better describes the Champagne Vent ecosystem?,"[""It has no sunlight. It also has organisms that crawl or stick to the ground."", ""It has shallow water. It also has organisms that crawl or stick to the ground.""]",2,0,"Figure: Champagne Vent.
Champagne Vent is a deep sea ecosystem near Japan.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, Champagne Vent has no sunlight. It also has organisms that crawl or stick to the ground.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_04610,images/train/train_04610.png,Select the fish below.,"[""California newt"", ""goldfish"", ""red salamander"", ""white stork""]",4,1,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A Banggai cardinalfish is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A goldfish is a fish. It lives underwater. It has fins, not limbs.
Goldfish are popular as pets in many countries today. They were first kept as pets by people in ancient China.
A California newt is an amphibian. It has moist skin and begins its life in water.
Some newts live in water. Other newts live on land but lay their eggs in water.
A red salamander is an amphibian. It has moist skin and begins its life in water.
Red salamanders do not have lungs. They breathe through their skin!
A white stork is a bird. It has feathers, two wings, and a beak.
Storks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_05902,images/train/train_05902.png,"Is an arrowhead a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","An arrowhead is a solid. A solid has a size and shape of its own.
An arrowhead is made of rock.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_08102,images/train/train_08102.png,Select the fish below.,"[""mandarinfish"", ""box turtle"", ""keel-billed toucan"", ""yak""]",4,0,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A manta ray is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A mandarinfish is a fish. It lives underwater. It has fins, not limbs.
Mandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.
A yak is a mammal. It has hair and feeds its young milk.
Yaks live in cold places. Their long hair helps keep them warm.
A keel-billed toucan is a bird. It has feathers, two wings, and a beak.
Toucans have large beaks. A toucan's beak can be half as long as its body.
A box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_00875,images/train/train_00875.png,Select the fish below.,"[""cane toad"", ""salmon"", ""water buffalo"", ""harbor seal""]",4,1,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A hammerhead shark is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A salmon is a fish. It lives underwater. It has fins, not limbs.
Unlike most other fish, salmon can live in both fresh water and salt water.
A harbor seal is a mammal. It has fur and feeds its young milk.
Seals have flippers instead of arms! They use their flippers to swim underwater or to crawl on the beach.
A water buffalo is a mammal. It has hair and feeds its young milk.
Water buffaloes live in Asia. Some people raise water buffaloes for their milk.
A cane toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_06953,images/train/train_06953.png,Select the fish below.,"[""western gorilla"", ""manta ray"", ""woodpecker"", ""coral snake""]",4,1,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A hammerhead shark is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A woodpecker is a bird. It has feathers, two wings, and a beak.
Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.
A coral snake is a reptile. It has scaly, waterproof skin.
Coral snakes spend most of their time underground or hiding under leaves.
A western gorilla is a mammal. It has fur and feeds its young milk.
Gorillas live in groups called troops. The largest male in the troop is usually the leader.
A manta ray is a fish. It lives underwater. It has fins, not limbs.
Rays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_05488,images/train/train_05488.png,Which better describes the Death Valley ecosystem?,"[""It has a small amount of rain. It also has many different types of organisms."", ""It has a small amount of rain. It also has only a few types of organisms.""]",2,0,"Figure: Death Valley.
Death Valley is a desert ecosystem in eastern California.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A desert is a type of ecosystem. Deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, Death Valley has a small amount of rain. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_03988,images/train/train_03988.png,Select the bird below.,"[""clownfish"", ""Surinam horned frog"", ""tiger shark"", ""brown pelican""]",4,3,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A keel-billed toucan is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A tiger shark is a fish. It lives underwater. It has fins, not limbs.
Tiger sharks are nocturnal. This means that they are active mostly at night.
A Surinam horned frog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
A clownfish is a fish. It lives underwater. It has fins, not limbs.
Clownfish live with animals called anemones. In the image of the clownfish, you can see the brown anemone surrounding the clownfish.
A brown pelican is a bird. It has feathers, two wings, and a beak.
Brown pelicans live near water. They can dive underwater to catch fish.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_03220,images/train/train_03220.png,What evidence of an earthquake does this picture show?,"[""There are few clouds in the sky."", ""Part of a building broke apart and fell down.""]",2,1,"This picture was taken after an earthquake. During an earthquake, the ground shakes.","Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_08959,images/train/train_08959.png,Which better describes the Steigerwald Forest ecosystem?,"[""It has warm, dry summers. It also has many different types of trees."", ""It has warm, wet summers. It also has only a few types of trees.""]",2,1,"Figure: Steigerwald Forest.
The Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Steigerwald Forest has warm, wet summers. It also has only a few types of trees.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_01030,images/train/train_01030.png,"Is a tooth a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","A tooth is a solid. A solid has a size and shape of its own.
A tooth may chip or break, but it still has a size and shape of its own.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_08301,images/train/train_08301.png,An international organization is made up of members from () who ().,"[""different countries . . . declare war on other countries"", ""different countries . . . work together for a shared purpose"", ""the same country . . . work together for a shared purpose"", ""the same country . . . declare war on other countries""]",4,1,"Look at the phrase ""international organization."" Then complete the text below.
Use the information above to complete the sentence.",,"The word international describes something involving more than one country. An organization is a group with a purpose. So, an international organization is made up of members from different countries who work together to achieve a shared purpose.",closed choice,grade6,social science,global-studies,Government,International organizations
train_00376,images/train/train_00376.png,Which trait did Meiolania have? Select the trait you can observe on the fossil.,"[""front and back legs"", ""long, thin antennae""]",2,0,This picture shows a fossil of an ancient animal called Meiolania. An adult Meiolania was about eight feet long.,"The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_10305,images/train/train_10305.png,What evidence of erosion does this picture show?,"[""There is a deep, narrow canyon."", ""The rocks in the canyon have a reddish color.""]",2,0,"Erosion is what happens when loose pieces of rock are carried away by water, wind, or ice.
This is a picture of the Grand Canyon. The Grand Canyon was formed as a result of erosion over millions of years.","Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_00140,images/train/train_00140.png,Which better describes the Shenandoah National Park ecosystem?,"[""It has warm, wet summers. It also has only a few types of trees."", ""It has cold, wet winters. It also has soil that is poor in nutrients.""]",2,0,"Figure: Shenandoah National Park.
Shenandoah National Park is a temperate deciduous forest ecosystem in northern Virginia.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Shenandoah National Park has warm, wet summers. It also has only a few types of trees.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_12509,images/train/train_12509.png,Select the fish below.,"[""woodpecker"", ""green moray eel"", ""penguin"", ""fire salamander""]",4,1,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A goldfish is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A fire salamander is an amphibian. It has moist skin and begins its life in water.
Fire salamanders can release poison from their skin. This poison helps protect them from predators.
A penguin is a bird. It has feathers, two wings, and a beak.
Penguins live near water. Penguins cannot fly! They use their wings to swim.
A woodpecker is a bird. It has feathers, two wings, and a beak.
Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.
A green moray eel is a fish. It lives underwater. It has fins, not limbs.
Eels are long and thin. They may have small fins. They look like snakes, but they are fish!",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_04902,images/train/train_04902.png,Which better describes the Sonoran Desert ecosystem?,"[""It has mostly small plants. It also has only a few types of organisms."", ""It has dry, thin soil. It also has many different types of organisms.""]",2,1,"Figure: Sonoran Desert.
The Sonoran Desert is a hot desert ecosystem in the southwestern United States and northwestern Mexico.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Sonoran Desert has dry, thin soil. It also has many different types of organisms.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_01300,images/train/train_01300.png,Select the organism in the same genus as the Andean gull.,"[""Larus livens"", ""Chroicocephalus serranus"", ""Larus michahellis""]",3,1,This organism is an Andean gull. Its scientific name is Chroicocephalus serranus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
","An Andean gull's scientific name is Chroicocephalus serranus. The first word of its scientific name is Chroicocephalus.
Larus livens is in the genus Larus. The first word of its scientific name is Larus. So, Larus livens and Chroicocephalus serranus are not in the same genus.
Larus michahellis is in the genus Larus. The first word of its scientific name is Larus. So, Larus michahellis and Chroicocephalus serranus are not in the same genus.
This organism and the Andean gull are in the same genus and the same species! Both organisms have the same scientific name, Chroicocephalus serranus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
train_08348,images/train/train_08348.png,What evidence of a volcanic eruption does this picture show?,"[""Part of the sky is clear."", ""A red liquid is coming out of the ground.""]",2,1,This picture was taken during a volcanic eruption. A volcanic eruption happens when melted rock comes out from under the ground.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_03076,images/train/train_03076.png,"Is the following statement about our solar system true or false?
Jupiter's volume is more than 10,000 times as large as the volume of Mars.","[""true"", ""false""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of 10,000 times the volume of Mars.
Then compare the result to the volume of Jupiter. Jupiter's volume is 1.43 x 10^15 km^3, which is less than 1.63 x 10^15 km^3. So, Jupiter's volume is less than 10,000 times as large as the volume of Mars.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_01940,images/train/train_01940.png,"Is a bean a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A bean is a solid. A solid has a size and shape of its own.
If you put many beans into a jar, the group of beans will take the shape of the jar, as a liquid would. But be careful! A bean is not a liquid. Each bean still has a size and shape of its own.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_07301,images/train/train_07301.png,Which type of relationship is formed when a flea feeds on a dog's blood?,"[""mutualistic"", ""parasitic"", ""commensal""]",3,1,"Read the passage. Then answer the question.

Fleas are small insects that can feed on the blood of mammals, including dogs. A flea uses its specialized mouth to pierce a dog's skin and suck the dog's blood. The flea can drink up to 15 times its body weight in blood each day!
When the flea feeds on the dog's blood, the saliva from the flea's mouth can irritate the dog's skin. Sometimes the flea can also transmit, or pass, diseases to the dog.
Figure: a flea holding onto a dog's hair.","When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)","When a flea feeds on a dog's blood, the flea gets the food it needs to survive and grow. So, the flea benefits from its relationship with the dog.
The dog's skin is irritated by the flea's saliva, and the flea can transmit diseases to the dog. So, the dog is harmed by its relationship with the flea.
Since the flea benefits and the dog is harmed, a parasitic relationship is formed when a flea feeds on a dog's blood.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
train_01452,images/train/train_01452.png,"Is the air inside your lungs a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","The air inside your lungs is a gas. A gas expands to fill a space.
When you breathe air in, it fills all the space inside your lungs. When you breathe out, the air expands into the space around you.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_12346,images/train/train_12346.png,Select the fish below.,"[""green chameleon"", ""goldfish"", ""fruit bat"", ""great crested newt""]",4,1,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A tiger shark is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A green chameleon is a reptile. It has scaly, waterproof skin.
Chameleons eat insects. They use their long, sticky tongues to catch their prey.
A fruit bat is a mammal. It has hair and feeds its young milk.
Fruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.
A great crested newt is an amphibian. It has moist skin and begins its life in water.
Some newts live in water. Other newts live on land but lay their eggs in water.
A goldfish is a fish. It lives underwater. It has fins, not limbs.
Goldfish are popular as pets in many countries today. They were first kept as pets by people in ancient China.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_07994,images/train/train_07994.png,"In this food web, which organism contains matter that eventually moves to the sea cucumber?","[""black rockfish"", ""sea otter""]",2,1,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the sea cucumber.
The only arrow pointing from the black rockfish leads to the kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the black rockfish to the sea cucumber.There is one path matter can take from the zooplankton to the sea cucumber: zooplankton->plainfin midshipman->sea cucumber. There is one path matter can take from the plainfin midshipman to the sea cucumber: plainfin midshipman->sea cucumber. There is one path matter can take from the sea otter to the sea cucumber: sea otter->orca->sea cucumber.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
train_03177,images/train/train_03177.png,Which better describes the Bering Land Bridge National Preserve ecosystem?,"[""It has warm summers. It also has cool winters."", ""It has short, cold summers. It also has soil that is frozen year-round.""]",2,1,"Figure: Bering Land Bridge National Preserve.
Bering Land Bridge National Preserve is a tundra ecosystem in western Alaska.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, Bering Land Bridge National Preserve has short, cold summers. It also has soil that is frozen year-round..",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_12130,images/train/train_12130.png,Which statement is true about the average monthly temperature in Lagos?,"[""December, January, and February are the coldest months of the year."", ""September, October, and November are much warmer than the other months of the year."", ""The average monthly temperature does not change much throughout the year.""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.","To describe the average temperature trends in Lagos, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Sep"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""Jan"" is incorrect.
The average monthly temperatures stay between 25°C and 30°C. No months are much colder or warmer than other months. So, the temperature does not change much throughout the year.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_11946,images/train/train_11946.png,Which statement is true about the average monthly temperature in Lagos?,"[""September, October, and November are much warmer than the other months of the year."", ""December, January, and February are the coldest months of the year."", ""The average monthly temperature does not change much throughout the year.""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.","To describe the average temperature trends in Lagos, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Sep"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""Jan"" is incorrect.
The average monthly temperatures stay between 25°C and 30°C. No months are much colder or warmer than other months. So, the temperature does not change much throughout the year.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_04970,images/train/train_04970.png,Which better describes the Eastern Siberian Taiga ecosystem?,"[""It has short, cool summers. It also has many evergreen trees."", ""It has short, cool summers. It also has soil that is rich in nutrients.""]",2,0,"Figure: East Siberian Taiga.
The Eastern Siberian Taiga is a taiga ecosystem in Russia.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the Eastern Siberian Taiga has short, cool summers. It also has many evergreen trees.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_06388,images/train/train_06388.png,Which better describes the Catoctin Mountain Park ecosystem?,"[""It has warm, dry summers. It also has many different types of trees."", ""It has cold, wet winters. It also has only a few types of trees.""]",2,1,"Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Catoctin Mountain Park has cold, wet winters. It also has only a few types of trees.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_08789,images/train/train_08789.png,"In this experiment, which were part of a control group?","[""the plain apple slices"", ""the apple slices covered with lemon juice""]",2,0,"The passage below describes an experiment.

The  in Devon's lunch always turned brown by lunchtime. Devon's favorite cooking website said that pouring lemon juice on the  would keep them from turning brown so quickly.
Devon cut an apple into eight slices. She poured two tablespoons of lemon juice over four of the slices. She did not pour lemon juice over the other four. Every hour for three hours, Devon counted the number of  that had turned brown.
Figure: apple slices.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Devon investigated whether lemon juice affects how quickly apple slices turn brown. The plain apple slices did not get lemon juice. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_09407,images/train/train_09407.png,"In this experiment, which were part of an experimental group?","[""the apple slices covered with lemon juice"", ""the plain apple slices""]",2,0,"The passage below describes an experiment.

The  in Tammy's lunch always turned brown by lunchtime. Tammy's favorite cooking website said that pouring lemon juice on the  would keep them from turning brown so quickly.
Tammy cut an apple into eight slices. She poured two tablespoons of lemon juice over four of the slices. She did not pour lemon juice over the other four. Every hour for three hours, Tammy counted the number of  that had turned brown.
Figure: apple slices.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Tammy investigated whether lemon juice affects how quickly apple slices turn brown. So, the apple slices covered with lemon juice were part of an experimental group.
The plain apple slices did not get lemon juice. So, they were not part of an experimental group.",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_04496,images/train/train_04496.png,Which better describes the Lost City ecosystem?,"[""It has no sunlight. It also has organisms that crawl or stick to the ground."", ""It has shallow water. It also has organisms that crawl or stick to the ground.""]",2,0,"Figure: Lost City.
Lost City is a deep sea ecosystem in the mid-Atlantic Ocean.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, Lost City has no sunlight. It also has organisms that crawl or stick to the ground.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_01125,images/train/train_01125.png,Which better describes the Gobi Desert ecosystem?,"[""It has heavy snow. It also has only a few types of trees."", ""It has dry, thin soil. It also has a small amount of rain or snow.""]",2,1,"Figure: Gobi Desert.
The Gobi Desert is a cold desert ecosystem in northern China and southern Mongolia.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Gobi Desert has dry, thin soil. It also has a small amount of rain or snow.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_07856,images/train/train_07856.png,Which better describes the Taklamakan Desert ecosystem?,"[""It has long, cold winters. It also has a small amount of rain or snow."", ""It has heavy snow. It also has soil that is frozen year-round.""]",2,0,"Figure: Taklamakan Desert.
The Taklamakan Desert is a cold desert ecosystem in northwestern China.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Taklamakan Desert has long, cold winters. It also has a small amount of rain or snow.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_09862,images/train/train_09862.png,Which better describes the Sahara Desert ecosystem?,"[""It has dry, thin soil. It also has many different types of organisms."", ""It has a small amount of rain. It also has only a few types of organisms.""]",2,0,"Figure: Sahara Desert.
The Sahara Desert is a hot desert ecosystem in northern Africa.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Sahara Desert has dry, thin soil. It also has many different types of organisms.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_10659,images/train/train_10659.png,"Complete the sentence.
The Karakoram Range formed at a () boundary.","[""divergent"", ""transform"", ""convergent""]",3,2,"Read the passage and look at the picture.
The Karakoram Range is a mountain range that extends into Afghanistan, China, India, Pakistan, and Tajikistan. This range has many tall mountains, including K2, the second-tallest peak on Earth. K2 rises 8,611 meters above sea level.
The Karakoram Range formed as the Indo-Australian Plate moved toward and collided with the Eurasian Plate.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
One type of convergent boundary is a continent-continent collision. This type of boundary forms when two plates with continental crust move toward each other. The collision compresses and folds the continental crust, forcing it upward to form a mountain range.","To figure out what type of plate boundary formed the Karakoram Range, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Karakoram Range is a mountain range that extends into Afghanistan, China, India, Pakistan, and Tajikistan. This range has many tall mountains, including K2, the second-tallest peak on Earth. K2 rises 8,611 meters above sea level.
The Karakoram Range formed as the Indo-Australian Plate moved toward and collided with the Eurasian Plate.
The underlined part of the passage explains that the Karakoram Range formed as the two plates collided, or ran into each other. For two plates to collide, they must be moving toward each other. So, the Karakoram Range formed at a convergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
train_09265,images/train/train_09265.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""black-browed albatross"", ""great blue heron""]",2,1,"Saddle-billed storks live near wetlands and lakes. They eat mostly fish.
The 's neck helps it grab fish while keeping the rest of its body still. If the stork had to move its body, it might scare the fish away.
Figure: saddle-billed stork.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.","Look at the picture of the saddle-billed stork.
The saddle-billed stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the saddle-billed stork to grab the prey without scaring it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The great blue heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.
The black-browed albatross has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_08846,images/train/train_08846.png,Which is the main persuasive appeal used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,2,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion. It links the airline to feelings of luxury and relaxation.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_04532,images/train/train_04532.png,Which better describes the Great Basin Desert ecosystem?,"[""It has dry, thin soil. It also has long, cold winters."", ""It has heavy snow. It also has only a few types of trees.""]",2,0,"Figure: Great Basin Desert.
The Great Basin Desert is a cold desert ecosystem in the western United States.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Great Basin Desert has dry, thin soil. It also has long, cold winters.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_03380,images/train/train_03380.png,Which better describes the Great Barrier Reef ecosystem?,"[""It has water with not much salt. It also has many different types of organisms."", ""It has salty water. It also has many different types of organisms.""]",2,1,"Figure: Great Barrier Reef.
The Great Barrier Reef is a tropical coral reef ecosystem near the northeastern coast of Australia.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, the Great Barrier Reef has salty water. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_09190,images/train/train_09190.png,Select the amphibian below.,"[""human"", ""African bullfrog"", ""loon"", ""Banggai cardinalfish""]",4,1,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A gray tree frog is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.
Cardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.
A loon is a bird. It has feathers, two wings, and a beak.
Loons usually live near lakes. They dive in the water to hunt for food.
An African bullfrog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
A human is a mammal. It has hair and feeds its young milk.
Humans are a type of animal called a primate. Monkeys and apes are also primates.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_05759,images/train/train_05759.png,Which better describes the Tallgrass Prairie National Preserve ecosystem?,"[""It has cool winters. It also has a medium amount of rain."", ""It has a small amount of rain. It also has dry, thin soil.""]",2,0,"Figure: Tallgrass Prairie National Preserve.
Tallgrass Prairie National Preserve is a prairie grassland ecosystem in eastern Kansas.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, Tallgrass Prairie National Preserve has cool winters. It also has a medium amount of rain.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_01084,images/train/train_01084.png,"In this experiment, which were part of a control group?","[""the unpruned tomato plants"", ""the pruned tomato plants""]",2,0,"The passage below describes an experiment.

Craig worked in a restaurant that had a vegetable garden. Part of his job was to care for the tomato plants. He had heard that pruning, or trimming, tomato plants can help tomatoes grow. He wondered if pruning would affect how well his tomato plants grew.
Craig chose 24 tomato plants that were similar in size. He pruned an equal number of branches from each of the first 12 plants. He left the other 12 plants unpruned. Then, each week, Craig weighed the tomatoes that he picked from each group of plants.
Figure: a tomato plant.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Craig investigated whether pruning tomato plants affects the weight of the tomatoes. The unpruned tomato plants were not pruned. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_03982,images/train/train_03982.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character. It notes that the bank has been trusted for many years.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_05997,images/train/train_05997.png,Select the fish below.,"[""cobra"", ""tortoise"", ""sea turtle"", ""seahorse""]",4,3,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A Banggai cardinalfish is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A seahorse is a fish. It lives underwater. It has fins, not limbs.
Seahorses live in shallow, warm water. They can use their tails to hold on to plants.
A tortoise is a reptile. It has scaly, waterproof skin.
A tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.
A sea turtle is a reptile. It has scaly, waterproof skin.
Sea turtles live in the water, but they lay their eggs on land.
A cobra is a reptile. It has scaly, waterproof skin.
Most cobras have a wide, flat hood below their head. A cobra can display its hood to scare away a predator.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_02250,images/train/train_02250.png,Which better describes the Buffalo Gap National Grassland ecosystem?,"[""It has hot summers. It also has soil that is rich in nutrients."", ""It has a small amount of rain. It also has dry, thin soil.""]",2,0,"Figure: Buffalo Gap National Grassland.
Buffalo Gap National Grassland is a prairie grassland ecosystem in southwestern South Dakota.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the Buffalo Gap National Grassland has hot summers. It also has soil that is rich in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_10852,images/train/train_10852.png,Which statement is true about the average monthly temperature in Riyadh?,"[""June, July, and August are hotter than the other months of the year."", ""Each month of the year has about the same monthly temperature."", ""December, January, and February are the hottest months of the year.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.","To describe the average temperature trends in Riyadh, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""Jan"" is incorrect.
Choice ""Each month of the year has about the same monthly temperature."" is incorrect.
Some months of the year have much higher temperatures than others. So, each month does not have the same temperature.
Choice ""June, July, and August are hotter than the other months of the year."" is incorrect.
The average temperatures in June, July, and August are around 35°C. These months have the highest average temperatures of all of the months. So, they are hotter than the other months.
Choice ""December, January, and February are the hottest months of the year."" is incorrect.
The average temperatures in December, January, and February are around 15°C. These months have the lowest average temperatures of all of the months. So, they are colder, not hotter, than the other months.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_00984,images/train/train_00984.png,"In this experiment, which were part of an experimental group?","[""the kites with tails"", ""the kites without tails""]",2,0,"The passage below describes an experiment.

Cameron and his friend Elizabeth flew nylon kites on the beach. They wondered if putting a tail on a kite would affect how well the kite flew.
Cameron flew a kite that did not have a tail for five minutes. Then, he attached a four-foot-long tail and flew the kite for five more minutes. Cameron repeated this with three similar kites, alternating whether he started the kite with or without a tail. During each flight, Elizabeth counted the number of times the kite crashed to the ground.
Figure: flying a kite.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Cameron and Elizabeth investigated whether tails affect how well kites fly. So, the kites with tails were part of an experimental group.
There were no tails on the kites without tails. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_06257,images/train/train_06257.png,"In this experiment, which were part of a control group?","[""the kites with tails"", ""the kites without tails""]",2,1,"The passage below describes an experiment.

Josiah and his friend Marie flew nylon kites on the beach. They wondered if putting a tail on a kite would affect how well the kite flew.
Josiah flew a kite that did not have a tail for five minutes. Then, he attached a four-foot-long tail and flew the kite for five more minutes. Josiah repeated this with three similar kites, alternating whether he started the kite with or without a tail. During each flight, Marie counted the number of times the kite crashed to the ground.
Figure: flying a kite.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Josiah and Marie investigated whether tails affect how well kites fly. There were no tails on the kites without tails. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_10170,images/train/train_10170.png,"In this food web, which organism contains matter that eventually moves to the mushroom?","[""rough-legged hawk"", ""barren-ground caribou""]",2,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the mushroom.There are two paths matter can take from the barren-ground caribou to the mushroom: barren-ground caribou->mushroom. barren-ground caribou->grizzly bear->mushroom. There is one path matter can take from the grizzly bear to the mushroom: grizzly bear->mushroom. There are two paths matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. lichen->barren-ground caribou->grizzly bear->mushroom. There is one path matter can take from the bilberry to the mushroom: bilberry->grizzly bear->mushroom. rough-legged hawk. The only arrow pointing from the rough-legged hawk leads to the earthworm. No arrows point from the earthworm to any other organisms. So, in this food web, matter does not move from the rough-legged hawk to the mushroom..",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
train_02641,images/train/train_02641.png,Which better describes the Kaeng Krachan National Park ecosystem?,"[""It has year-round rain. It also has many different types of organisms."", ""It has cold winters. It also has many different types of organisms.""]",2,0,"Figure: Kaeng Krachan National Park.
Kaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Kaeng Krachan National Park has year-round rain. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_07097,images/train/train_07097.png,Which better describes the Gran Sabana ecosystem?,"[""It has warm winters. It also has soil that is poor in nutrients."", ""It has warm summers and warm winters. It also has year-round rain.""]",2,0,"Figure: Gran Sabana.
The Gran Sabana is a savanna grassland ecosystem in southeastern Venezuela.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the Gran Sabana has warm winters. It also has soil that is poor in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_06627,images/train/train_06627.png,What evidence of a flood does this picture show?,"[""Much of the ground is covered by water."", ""There are many houses and trees.""]",2,0,This picture was taken during a flood. A flood can happen when an area gets a lot of rain in a short time.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_09845,images/train/train_09845.png,"Is molten metal a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Molten metal is a liquid. A liquid takes the shape of any container it is in.
If you pour molten metal into a mold, the molten metal will take the shape of the mold.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_00834,images/train/train_00834.png,Which better describes the Mojave Desert ecosystem?,"[""It has dry, thin soil. It also has many different types of organisms."", ""It has a small amount of rain. It also has only a few types of organisms.""]",2,0,"Figure: Mojave Desert.
The Mojave Desert is a desert ecosystem located mostly in Southern California.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A desert is a type of ecosystem. Deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Mojave Desert has dry, thin soil. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_04678,images/train/train_04678.png,Select the bird below.,"[""cane toad"", ""tokay gecko"", ""Nile crocodile"", ""cassowary""]",4,3,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A Steller's sea eagle is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A cassowary is a bird. It has feathers, two wings, and a beak.
Cassowaries have wings, but they cannot fly! They can run very fast.
A cane toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A tokay gecko is a reptile. It has scaly, waterproof skin.
Many geckos have special pads on their toes. The pads help them climb up plants and rocks.
A Nile crocodile is a reptile. It has scaly, waterproof skin.
Crocodiles hunt their prey in or near water.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_00535,images/train/train_00535.png,"Is vinegar a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","Vinegar is a liquid. A liquid takes the shape of any container it is in.
If you pour vinegar into a different container, the vinegar will take the shape of that container. But the vinegar will still take up the same amount of space.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_04629,images/train/train_04629.png,Select the bird below.,"[""red crowned crane"", ""mandarinfish"", ""ocean sunfish"", ""olive toad""]",4,0,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A toco toucan is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","An olive toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A red crowned crane is a bird. It has feathers, two wings, and a beak.
Cranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.
An ocean sunfish is a fish. It lives underwater. It has fins, not limbs.
Ocean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.
A mandarinfish is a fish. It lives underwater. It has fins, not limbs.
Mandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_01051,images/train/train_01051.png,Which better describes the Sahara Desert ecosystem?,"[""It has a small amount of rain. It also has many different types of organisms."", ""It has mostly small plants. It also has only a few types of organisms.""]",2,0,"Figure: Sahara Desert.
The Sahara Desert is a hot desert ecosystem in northern Africa.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Sahara Desert has a small amount of rain. It also has many different types of organisms.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_02451,images/train/train_02451.png,Which better describes the Okavango Delta ecosystem?,"[""It has soil that is rich in nutrients. It also has other water ecosystems nearby."", ""It has soil that is poor in nutrients. It also has other water ecosystems nearby.""]",2,0,"Figure: Okavango Delta.
The Okavango Delta is a wetland ecosystem in Botswana, a country in southern Africa.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, the Okavango Delta has soil that is rich in nutrients. It also has other water ecosystems nearby.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_03801,images/train/train_03801.png,"In this experiment, which were part of an experimental group?","[""the bottles that were cooled down"", ""the bottles that were at room temperature""]",2,0,"The passage below describes an experiment.

Jenny has a bubble machine and wants to know how to make the bubbles last longer. She read that bubbles burst when the liquid that makes up the bubbles evaporates. Jenny knew that when liquids are warmer, they evaporate faster. So, she wondered if she could make her bubbles last longer by cooling the bubble solution.
Jenny cooled six bottles of bubble solution to 30°F below room temperature. She left another six bottles of bubble solution at room temperature. Then, she measured how long bubbles made from the solution in each bottle lasted.
Figure: bubbles at a party.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Jenny investigated whether cooling bubble solution affects bubbles. So, the bottles that were cooled down were part of an experimental group.
The bottles that were at room temperature were not cooled down. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_08551,images/train/train_08551.png,"In this experiment, which were part of a control group?","[""the bottles that were at room temperature"", ""the bottles that were cooled down""]",2,0,"The passage below describes an experiment.

Gina has a bubble machine and wants to know how to make the bubbles last longer. She read that bubbles burst when the liquid that makes up the bubbles evaporates. Gina knew that when liquids are warmer, they evaporate faster. So, she wondered if she could make her bubbles last longer by cooling the bubble solution.
Gina cooled six bottles of bubble solution to 30°F below room temperature. She left another six bottles of bubble solution at room temperature. Then, she measured how long bubbles made from the solution in each bottle lasted.
Figure: bubbles at a party.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Gina investigated whether cooling bubble solution affects bubbles. The bottles that were at room temperature were not cooled down. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_12450,images/train/train_12450.png,Select the bird below.,"[""robin"", ""porcupinefish"", ""tiger shark"", ""great crested newt""]",4,0,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A red-tailed hawk is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A porcupinefish is a fish. It lives underwater. It has fins, not limbs.
Porcupinefish can puff up their bodies with air or water to scare off predators.
A robin is a bird. It has feathers, two wings, and a beak.
A robin is a songbird. It sings different songs at different times of the day.
A great crested newt is an amphibian. It has moist skin and begins its life in water.
Some newts live in water. Other newts live on land but lay their eggs in water.
A tiger shark is a fish. It lives underwater. It has fins, not limbs.
Tiger sharks are nocturnal. This means that they are active mostly at night.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_00329,images/train/train_00329.png,Which better describes the Bering Land Bridge National Preserve ecosystem?,"[""It has long, cold winters. It also has many evergreen trees."", ""It has mostly small plants. It also has short, cold summers.""]",2,1,"Figure: Bering Land Bridge National Preserve.
Bering Land Bridge National Preserve is a tundra ecosystem in western Alaska.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, Bering Land Bridge National Preserve has mostly small plants. It also has short, cold summers.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_06489,images/train/train_06489.png,"Is a rock a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","A rock is a solid. A solid has a size and shape of its own.
Rocks come in many different sizes.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_06559,images/train/train_06559.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""pathos (emotion)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason, by presenting specific data in support of the claim that the serum has anti-aging effects.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_10526,images/train/train_10526.png,"Complete the sentence.
A crocodile has () on the outside of its mouth.","[""pointed teeth"", ""soft skin"", ""sharp claws""]",3,0,"Read the first part of the passage about crocodiles.
Crocodiles are big animals. They live in water and on land.
A crocodile has bumpy skin. It has a long nose and a huge mouth. It has pointed teeth that grow on the outside of its mouth.",,The passage says a crocodile has pointed teeth that grow on the outside of its mouth.,closed choice,grade1,language science,reading-comprehension,Read-alone texts,Read passages about animals
train_10225,images/train/train_10225.png,Which better describes the Gobi Desert ecosystem?,"[""It has warm, wet summers. It also has long, cold winters."", ""It has long, cold winters. It also has a small amount of rain or snow.""]",2,1,"Figure: Gobi Desert.
The Gobi Desert is a cold desert ecosystem in northern China and southern Mongolia.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Gobi Desert has long, cold winters. It also has a small amount of rain or snow.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_03426,images/train/train_03426.png,Select the bird below.,"[""mandarinfish"", ""American bullfrog"", ""emerald hummingbird"", ""California toad""]",4,2,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
An ostrich is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","An American bullfrog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
A mandarinfish is a fish. It lives underwater. It has fins, not limbs.
Mandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.
An emerald hummingbird is a bird. It has feathers, two wings, and a beak.
Hummingbirds can fly backwards and upside-down!
A California toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_05247,images/train/train_05247.png,Which better describes the Great Barrier Reef ecosystem?,"[""It has salty water. It also has many different types of organisms."", ""It has water with not much salt. It also has many different types of organisms.""]",2,0,"Figure: Great Barrier Reef.
The Great Barrier Reef is a tropical coral reef ecosystem near the northeastern coast of Australia.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, the Great Barrier Reef has salty water. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_04951,images/train/train_04951.png,Which better describes the Lost City ecosystem?,"[""It has water at the bottom of the ocean. It also has no sunlight."", ""It has bright sunlight. It also has organisms that crawl or stick to the ground.""]",2,0,"Figure: Lost City.
Lost City is a deep sea ecosystem in the mid-Atlantic Ocean.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, Lost City has water at the bottom of the ocean. It also has no sunlight.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_05203,images/train/train_05203.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""great egret"", ""black-browed albatross""]",2,0,"Saddle-billed storks live near wetlands and lakes. They eat mostly fish.
The 's neck helps it grab fish while keeping the rest of its body still. If the stork had to move its body, it might scare the fish away.
Figure: saddle-billed stork.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.","Look at the picture of the saddle-billed stork.
The saddle-billed stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the saddle-billed stork to grab the prey without scaring it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.
The black-browed albatross has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_08579,images/train/train_08579.png,Select the amphibian below.,"[""woodpecker"", ""tiger salamander"", ""whale shark"", ""ostrich""]",4,1,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A green tree frog is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A tiger salamander is an amphibian. It has moist skin and begins its life in water.
Tiger salamanders often live in underground burrows.
A whale shark is a fish. It lives underwater. It has fins, not limbs.
Whale sharks are the largest fish in the world! Adult whale sharks can weigh over 21 tons—as much as seven elephants!
A woodpecker is a bird. It has feathers, two wings, and a beak.
Woodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.
An ostrich is a bird. It has feathers, two wings, and a beak.
The ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_01737,images/train/train_01737.png,Which statement is true about the average monthly temperature in New York City?,"[""November is warmer than May."", ""January and February are the coldest months of the year."", ""July, August, and September are colder than the other months of the year.""]",3,1,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.","To describe the average temperature trends in New York City, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""May"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""Sep"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Jan"" is incorrect.
Choice ""January and February are the coldest months of the year."" is incorrect.
The average temperatures in January and February are between 30°F and 35°F. These months have the lowest average temperatures of all of the months. So, they are the coldest months of the year.
Choice ""November is warmer than May."" is incorrect.
The average temperature in November is around 50°F. May has an average temperature around 60°F. So, November is colder, not warmer, than May.
Choice ""July, August, and September are colder than the other months of the year."" is incorrect.
The average temperatures in July, August, and September are around 75°F. These months have the highest average temperatures of any months. So, they are hotter, not colder, than the other months.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_08105,images/train/train_08105.png,Which statement describes the Sahara Desert ecosystem?,"[""It has warm, wet summers."", ""It has dry, thin soil."", ""It has thick, moist soil""]",3,1,"Figure: Sahara Desert.
The Sahara Desert in northern Africa is the largest hot desert in the world. Less than one-fifth of this desert is covered in sand dunes. Most of the Sahara Desert is covered by bare rock, gravel, and pebbles!","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, many different types of organisms, and It has thick, moist soil. So, the following statement describes the Sahara Desert ecosystem: a small amount of rain, dry, thin soil, many different types of organisms, and It has thick, moist soil. It has dry, thin soil. The following statements do not describe the Sahara Desert: a small amount of rain, dry, thin soil, many different types of organisms, and It has thick, moist soil. It has warm, wet summers.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_03609,images/train/train_03609.png,Which better describes the Daintree rain forest ecosystem?,"[""It has year-round warm temperatures. It also has many different types of organisms."", ""It has cold winters. It also has soil that is rich in nutrients.""]",2,0,"Figure: Daintree rain forest.
The Daintree rain forest is a tropical rain forest ecosystem in northeastern Australia.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Daintree rain forest has year-round warm temperatures. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_09624,images/train/train_09624.png,How many years passed between the United States entering World War II and Germany surrendering?,"[""six years"", ""four years"", ""eight years"", ""two years""]",4,1,Look at the timeline. Then answer the question.,,"The United States entered World War II in 1941. Germany surrendered in 1945. Subtract 1941 from 1945.
Four years passed between the United States entering World War II and Germany surrendering.",closed choice,grade5,social science,world-history,20th century American history,World War II: global events
train_06724,images/train/train_06724.png,Which trait does this leaf-cutter ant have?,"[""The outside of its body is soft."", ""It can carry a piece of a leaf."", ""It eats leaves.""]",3,1,"This picture shows a leaf-cutter ant. A leaf-cutter ant is a type of insect. Each leaf-cutter ant has a hard outer covering called an exoskeleton. The exoskeleton helps protect the ant's body.
This type of ant is called a leaf-cutter because it cuts pieces of leaves off plants. Leaf-cutter ants do not eat the leaf pieces. Instead, they use the pieces to grow their food.",,"Both the picture and the text tell you about the traits of leaf-cutter ants. Start with the text.
This type of ant is called a leaf-cutter because it cuts pieces of leaves off plants. Leaf-cutter ants do not eat the leaf pieces. Instead, they use the pieces to grow their food.
The outside of a leaf-cutter ant's body is not soft. A leaf-cutter ant has a hard exoskeleton covering its body. Also, leaf-cutter ants do not eat leaves.
Next look at the picture.
You can see that this leaf-cutter ant has long, thin legs. It is carrying a piece of a leaf.",closed choice,grade3,natural science,literacy-in-science,Animals,Benefits of group behavior: leaf-cutter ants
train_09914,images/train/train_09914.png,Which trait did Curculioides adompha have? Select the trait you can observe on the fossil.,"[""thin legs"", ""red eyes""]",2,0,"This picture shows a fossil of an animal called Curculioides adompha. This fossil is more than 300,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade4,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_11250,images/train/train_11250.png,Which better describes the Great Basin Desert ecosystem?,"[""It has heavy snow. It also has soil that is frozen year-round."", ""It has dry, thin soil. It also has long, cold winters.""]",2,1,"Figure: Great Basin Desert.
The Great Basin Desert is a cold desert ecosystem in the western United States.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Great Basin Desert has dry, thin soil. It also has long, cold winters.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_00623,images/train/train_00623.png,Which better describes the Coral Triangle ecosystem?,"[""It has water with not much salt. It also has only a few types of organisms."", ""It has many different types of organisms. It also has shallow water.""]",2,1,"Figure: Coral Triangle.
The Coral Triangle is a tropical coral reef ecosystem in the western Pacific Ocean.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, the Coral Triangle has many different types of organisms. It also has shallow water.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_11428,images/train/train_11428.png,Which better describes the Steigerwald Forest ecosystem?,"[""It has cold, wet winters. It also has soil that is poor in nutrients."", ""It has cold, wet winters. It also has only a few types of trees.""]",2,1,"Figure: Steigerwald Forest.
The Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Steigerwald Forest has cold, wet winters. It also has only a few types of trees.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_04383,images/train/train_04383.png,Which statement best describes the average monthly precipitation in New Orleans?,"[""The wettest months of the year are June, July, and August."", ""October is the wettest month."", ""June, July, and August are the driest months of the year.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in New Orleans, look at the graph.
Choice ""Jun"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""October is the wettest month."" is incorrect.
Every other month has a higher average precipitation than October. So, October is the driest, not the wettest, month.
Choice ""The wettest months of the year are June, July, and August."" is incorrect.
On average, more precipitation falls during June, July, and August than during other months of the year. So, June, July, and August are the wettest months.
Choice ""June, July, and August are the driest months of the year."" is incorrect.
On average, slightly more precipitation falls during June, July, and August than during the other months of the year. So, June, July, and August are not the driest months.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_11296,images/train/train_11296.png,Which of these statements about Jamestown is true?,"[""Jamestown was founded in the early 1600s."", ""Jamestown was the first English colony in North America."", ""Jamestown was founded in the late 1500s."", ""Jamestown was the only Spanish colony in South America.""]",4,0,"This timeline shows when some European settlements were founded, or created. Look at the timeline. Then answer the question.",,"Look at the timeline.
The timeline shows that Jamestown was founded in 1607. All of the years from 1600 to 1699 are in the 1600 s. The year 1607 is at the beginning of the 1600 s. So, Jamestown was founded in the early 1600 s. It was the first settlement in an area the English called the Virginia Colony.
Jamestown was not the first English colony in North America. The timeline shows that the English colony of Roanoke came first in 1585. Jamestown was an English colony, not a Spanish colony.",closed choice,grade4,social science,us-history,English colonies in North America,Jamestown: the early years
train_11574,images/train/train_11574.png,Select the bird below.,"[""piranha"", ""box turtle"", ""water buffalo"", ""loon""]",4,3,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
An ostrich is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A loon is a bird. It has feathers, two wings, and a beak.
Loons usually live near lakes. They dive in the water to hunt for food.
A box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!
A water buffalo is a mammal. It has hair and feeds its young milk.
Water buffaloes live in Asia. Some people raise water buffaloes for their milk.
A piranha is a fish. It lives underwater. It has fins, not limbs.
Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_12118,images/train/train_12118.png,What is true about hurricanes?,"[""Hurricanes can be found only over ocean water."", ""Hurricanes are large spiral-shaped storms."", ""Hurricanes can be found only over land.""]",3,1,"Read the paragraphs and look at the picture. Then answer the question.
This picture was taken high above Earth's surface. It shows Hurricane Isabel over the southeastern United States and the Gulf of Mexico. A hurricane is a large storm with strong wind and heavy rain. Clouds spiral around the center of the hurricane.
In the picture, you can see green land, dark blue water, and the white spiral-shaped clouds of the hurricane.",,"Both the picture and the paragraphs tell you about hurricanes. Start with the paragraphs.
This picture was taken high above Earth's surface. It shows Hurricane Isabel over the southeastern United States and the Gulf of Mexico. A hurricane is a large storm with strong wind and heavy rain. Clouds spiral around the center of the hurricane.
In the picture, you can see green land, dark blue water, and the white spiral-shaped clouds of the hurricane.
The underlined text tells you that a hurricane is a large spiral-shaped storm.
Next, look at the picture.
The picture shows a hurricane that is over the the dark blue water of the Atlantic Ocean and the green land of the United States. So, hurricanes can be found over both land and water.",closed choice,grade4,natural science,literacy-in-science,Engineering practices,Identify the best design solution to prevent hurricane damage
train_11434,images/train/train_11434.png,Which animal is also adapted to use its neck to appear large and scary to a predator?,"[""eastern ribbon snake"", ""Mozambique spitting cobra""]",2,1,"Frillneck lizards are reptiles. Their predators include owls, eagles, and snakes. The lizard uses its neck to appear large and scary to a predator.
Figure: frillneck lizard.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.","Look at the picture of the frillneck lizard.
When frightened, the frillneck lizard can spread out its frill to appear larger and more dangerous. If a predator is nearby, the frill can help scare it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The Mozambique spitting cobra has a hood around its neck. It uses its neck to appear larger and more dangerous to a predator.
The eastern ribbon snake has a narrow neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_03203,images/train/train_03203.png,How many years passed between the founding of Jamestown and the founding of Plymouth Colony?,"[""5 years"", ""24 years"", ""3 years"", ""13 years""]",4,3,"The timeline below shows when several European colonies were founded, or started, in North America. Use the timeline to answer the question.",,"Look at the timeline to find the answer.
Jamestown was founded in 1607. Plymouth (PLIH-meth) Colony was founded in 1620. To find how many years passed between those events, subtract 1607 from 1620.
Jamestown Colony was founded 13 years before Plymouth Colony.",closed choice,grade5,social science,us-history,English colonies in North America,Plymouth
train_00669,images/train/train_00669.png,Which trait did Stenophlebia have? Select the trait you can observe on the fossil.,"[""a long, thin body"", ""thin legs""]",2,0,"This picture shows a fossil of an ancient insect called Stenophlebia.
Fossils of Stenophlebia have been found in rocks that are more than 140,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade3,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_06886,images/train/train_06886.png,Select the bird below.,"[""mandarinfish"", ""black howler"", ""goldfish"", ""bald eagle""]",4,3,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A robin is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A black howler is a mammal. It has hair and feeds its young milk.
Howler monkeys have loud calls, or howls. Their calls can be heard over three miles away!
A mandarinfish is a fish. It lives underwater. It has fins, not limbs.
Mandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.
A bald eagle is a bird. It has feathers, two wings, and a beak.
Bald eagles live in trees near water. They build nests that can be up to 13 feet wide!
A goldfish is a fish. It lives underwater. It has fins, not limbs.
Goldfish are popular as pets in many countries today. They were first kept as pets by people in ancient China.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_01397,images/train/train_01397.png,Select the fish below.,"[""tortoise"", ""ostrich"", ""piranha"", ""African bullfrog""]",4,2,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A bull shark is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","An African bullfrog is an amphibian. It has moist skin and begins its life in water.
Frogs live near water or in damp places. Most frogs lay their eggs in water.
A piranha is a fish. It lives underwater. It has fins, not limbs.
Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.
An ostrich is a bird. It has feathers, two wings, and a beak.
The ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast.
A tortoise is a reptile. It has scaly, waterproof skin.
A tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_00636,images/train/train_00636.png,"Based on the arrows, which of the following living things is a consumer?","[""kelp"", ""plainfin midshipman""]",2,1,"Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.
A food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.","A food web is a model.
Models can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.
A living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.
A living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.","Consumers eat other living things. So, there are arrows in a food web that point from other living things to consumers.
The plainfin midshipman has arrows pointing to it from the phytoplankton and the zooplankton. So, the plainfin midshipman is a consumer.
The kelp does not have any arrows pointing to it. So, the kelp is a producer, not a consumer.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
train_01071,images/train/train_01071.png,"Based on the arrows, which of the following living things is a consumer?","[""phytoplankton"", ""bat star""]",2,1,"Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.
A food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.","A food web is a model.
Models can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.
A living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.
A living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.","Consumers eat other living things. So, there are arrows in a food web that point from other living things to consumers.
The bat star has an arrow pointing to it from the kelp bass. So, the bat star is a consumer.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is a producer, not a consumer.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
train_01764,images/train/train_01764.png,"Based on the arrows, which of the following living things is a consumer?","[""sea cucumber"", ""kelp""]",2,0,"Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.
A food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.","A food web is a model.
Models can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.
A living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.
A living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.","Consumers eat other living things. So, there are arrows in a food web that point from other living things to consumers.
The sea cucumber has an arrow pointing to it from the plainfin midshipman. So, the sea cucumber is a consumer.
The kelp does not have any arrows pointing to it. So, the kelp is a producer, not a consumer.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
train_04734,images/train/train_04734.png,"Based on the arrows, which of the following living things is a producer?","[""plainfin midshipman"", ""kelp""]",2,1,"Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.
A food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.","A food web is a model.
Models can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.
A living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.
A living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.","Producers make their own food. They do not eat other living things. So, there are no arrows in a food web that point from other living things to producers.
The kelp does not have any arrows pointing to it. So, the kelp is a producer.
The plainfin midshipman has arrows pointing to it from the phytoplankton and the zooplankton. So, the plainfin midshipman is a consumer, not a producer.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
train_09831,images/train/train_09831.png,"Based on the arrows, which of the following living things is a decomposer?","[""phytoplankton"", ""sea cucumber""]",2,1,"Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.
A food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.","A food web is a model.
Models can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.
A living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.
A living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.","Decomposers help break down dead living things into simpler matter, such as nutrients. These nutrients can then help plants and other living things grow. In a food web, there is an arrow pointing from another living thing to a decomposer. There are no arrows pointing from a decomposer to another living thing.
The phytoplankton has arrows pointing from it. So, the phytoplankton is not a decomposer.
The sea cucumber does not have arrows pointing from it to other living things. So, the sea cucumber is a decomposer.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
train_10254,images/train/train_10254.png,Mesopotamia was the site of one of the earliest civilizations. Which letter marks Mesopotamia?,"[""A"", ""B"", ""D"", ""C""]",4,1,Many of the first civilizations started around big rivers. Civilizations are organized human communities. Look at the map of early river civilizations.,,"Look at the map below. It labels ancient Mesopotamia and other ancient civilizations.
The first civilization in ancient Mesopotamia started along the Tigris and Euphrates Rivers. Other ancient civilizations also started near rivers. For example, ancient Egyptian civilizations started along the Nile River, ancient Indus Valley civilizations started along the Indus River, and ancient Chinese civilizations began on the Yellow River.",closed choice,grade7,social science,world-history,Ancient Mesopotamia,Early Mesopotamia
train_03200,images/train/train_03200.png,"Is a book a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A book is a solid. When you read a book, you bend the spine and turn the pages. But the book still has a shape of its own.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_03799,images/train/train_03799.png,Which statement best describes the average monthly precipitation in Boston?,"[""Precipitation does not change much from month to month in Boston."", ""About the same amount of precipitation falls each month between May and October."", ""March is the month with the highest average precipitation.""]",3,1,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Boston, look at the graph.
Choice ""Mar"" is incorrect.
Choice ""May"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Precipitation does not change much from month to month in Boston."" is incorrect.
On average, more precipitation falls between November and April than between May and October.
Choice ""About the same amount of precipitation falls each month between May and October."" is incorrect.
The average precipitation each month between May and October is about 3 inches. So, about the same amount of precipitation falls during each of these months.
Choice ""March is the month with the highest average precipitation."" is incorrect.
January, not March, has the highest average monthly precipitation.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_02242,images/train/train_02242.png,"Is a pair of dice a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A pair of dice is a solid. A solid has a size and shape of its own.
When you roll a pair of dice, the dice have a shape of their own. They are still cubes when they stop rolling.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_08303,images/train/train_08303.png,"In this experiment, which were part of an experimental group?","[""the salted ice cubes"", ""the unsalted ice cubes""]",2,0,"The passage below describes an experiment.

After a severe winter storm, Chase's driveway was covered with ice. He read that salt makes ice melt at a lower temperature. Before covering his entire driveway with salt, he wanted to know if adding salt could actually help melt ice in the freezing outdoor temperatures.
Chase weighed twenty ice cubes. He sprinkled salt on half of the ice cubes and left the other half unsalted. He placed all the ice cubes outside. One hour later, Chase quickly dried each ice cube and reweighed it to see how much it had melted.
Figure: an icy sidewalk.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Chase investigated whether adding salt to ice cubes affects how quickly they melt. So, the salted ice cubes were part of an experimental group.
The unsalted ice cubes did not get salt. So, they were not part of an experimental group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_11466,images/train/train_11466.png,"In this experiment, which were part of a control group?","[""the unsalted ice cubes"", ""the salted ice cubes""]",2,0,"The passage below describes an experiment.

After a severe winter storm, Liam's driveway was covered with ice. He read that salt makes ice melt at a lower temperature. Before covering his entire driveway with salt, he wanted to know if adding salt could actually help melt ice in the freezing outdoor temperatures.
Liam weighed twenty ice cubes. He sprinkled salt on half of the ice cubes and left the other half unsalted. He placed all the ice cubes outside. One hour later, Liam quickly dried each ice cube and reweighed it to see how much it had melted.
Figure: an icy sidewalk.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Liam investigated whether adding salt to ice cubes affects how quickly they melt. The unsalted ice cubes did not get salt. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_00987,images/train/train_00987.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""logos (reason)"", ""ethos (character)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason. It uses a graph to display information and uses specific figures (2 x longer).",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_02619,images/train/train_02619.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""black-browed albatross"", ""saddle-billed stork""]",2,1,"Great egrets live near wetlands and lakes. They eat mostly fish.
The 's neck helps it grab fish while keeping the rest of its body still. If the egret had to move its body, it might scare the fish away.
Figure: great egret.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.","Look at the picture of the great egret.
The great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The saddle-billed stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.
The black-browed albatross has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_00556,images/train/train_00556.png,Which of these oceans does the prime meridian intersect?,"[""the Indian Ocean"", ""the Pacific Ocean"", ""the Arctic Ocean""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Arctic Ocean. It does not intersect the Indian Ocean or the Pacific Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_06553,images/train/train_06553.png,Which of these oceans does the prime meridian intersect?,"[""the Indian Ocean"", ""the Pacific Ocean"", ""the Atlantic Ocean""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Atlantic Ocean. It does not intersect the Indian Ocean or the Pacific Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_02827,images/train/train_02827.png,Which of these oceans does the prime meridian intersect?,"[""the Pacific Ocean"", ""the Indian Ocean"", ""the Atlantic Ocean""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_00460,images/train/train_00460.png,Which of these oceans does the prime meridian intersect?,"[""the Arctic Ocean"", ""the Pacific Ocean"", ""the Indian Ocean""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Arctic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_06306,images/train/train_06306.png,Which of these oceans does the prime meridian intersect?,"[""the Indian Ocean"", ""the Pacific Ocean"", ""the Atlantic Ocean""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_09904,images/train/train_09904.png,Which of these oceans does the prime meridian intersect?,"[""the Arctic Ocean"", ""the Indian Ocean"", ""the Pacific Ocean""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Arctic Ocean. It does not intersect the Indian Ocean or the Pacific Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_05531,images/train/train_05531.png,Which of these oceans does the prime meridian intersect?,"[""the Arctic Ocean"", ""the Indian Ocean"", ""the Pacific Ocean""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Arctic Ocean. It does not intersect the Indian Ocean or the Pacific Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_08313,images/train/train_08313.png,Which of these oceans does the prime meridian intersect?,"[""the Atlantic Ocean"", ""the Indian Ocean"", ""the Pacific Ocean""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_07949,images/train/train_07949.png,Which of these oceans does the prime meridian intersect?,"[""the Atlantic Ocean"", ""the Pacific Ocean"", ""the Indian Ocean""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_00942,images/train/train_00942.png,Which of these oceans does the prime meridian intersect?,"[""the Arctic Ocean"", ""the Pacific Ocean"", ""the Indian Ocean""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Arctic Ocean. It does not intersect the Indian Ocean or the Pacific Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_06301,images/train/train_06301.png,Which of these oceans does the prime meridian intersect?,"[""the Arctic Ocean"", ""the Pacific Ocean"", ""the Indian Ocean""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Arctic Ocean. It does not intersect the Indian Ocean or the Pacific Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_05390,images/train/train_05390.png,Which of these oceans does the prime meridian intersect?,"[""the Indian Ocean"", ""the Pacific Ocean"", ""the Atlantic Ocean""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_05885,images/train/train_05885.png,Which of these oceans does the prime meridian intersect?,"[""the Indian Ocean"", ""the Pacific Ocean"", ""the Arctic Ocean""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects the Arctic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_05743,images/train/train_05743.png,"In this food web, which organism contains matter that eventually moves to the parasol fungus?","[""gray fox"", ""persimmon tree""]",2,1,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the parasol fungus.There are four paths matter can take from the persimmon tree to the parasol fungus: persimmon tree->pine vole->parasol fungus. persimmon tree-> black bear->parasol fungus. persimmon tree->swallowtail caterpillar->pine vole->parasol fungus. persimmon tree->swallowtail caterpillar->black bear->parasol fungus. gray fox. There are two arrows pointing from the gray fox to other organisms. One arrow points to the bobcat. The only arrow pointing from the bobcat leads to the bolete fungus. The other arrow pointing from the gray fox leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the gray fox to the parasol fungus.. There are two paths matter can take from the swallowtail caterpillar to the parasol fungus: swallowtail caterpillar->pine vole->parasol fungus. swallowtail caterpillar->black bear->parasol fungus. There is one path matter can take from the black bear to the parasol fungus: black bear->parasol fungus. There is one path matter can take from the pine vole to the parasol fungus: pine vole->parasol fungus.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_10410,images/train/train_10410.png,"In this food web, which organism contains matter that eventually moves to the bolete fungus?","[""black racer"", ""black bear""]",2,0,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the bolete fungus.There is one path matter can take from the black racer to the bolete fungus: black racer->bolete fungus. There are three paths matter can take from the pine vole to the bolete fungus: pine vole->gray fox->bolete fungus. pine vole->gray fox->bobcat->bolete fungus. pine vole->black racer->bolete fungus. black bear. The only arrow pointing from the black bear leads to the parasol fungus. No arrows point from the parasol fungus to any other organisms. So, in this food web, matter does not move from the black bear to the bolete fungus.. There is one path matter can take from the silver maple to the bolete fungus: silver maple->beaver->bobcat->bolete fungus. There are five paths matter can take from the swallowtail caterpillar to the bolete fungus: swallowtail caterpillar->gray fox->bolete fungus. swallowtail caterpillar->gray fox->bobcat->bolete fungus. swallowtail caterpillar->pine vole->gray fox->bolete fungus. swallowtail caterpillar->pine vole->gray fox->bobcat->bolete fungus. swallowtail caterpillar->pine vole->black racer->bolete fungus.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_09658,images/train/train_09658.png,Which better describes the Mojave Desert ecosystem?,"[""It has dry, thin soil. It also has only a few types of organisms."", ""It has dry, thin soil. It also has many different types of organisms.""]",2,1,"Figure: Mojave Desert.
The Mojave Desert is a desert ecosystem located mostly in Southern California.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A desert is a type of ecosystem. Deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Mojave Desert has dry, thin soil. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_09758,images/train/train_09758.png,Which better describes the Cerrado ecosystem?,"[""It has year-round rain. It also has soil that is poor in nutrients."", ""It has warm winters. It also has a rainy season and a dry season.""]",2,1,"Figure: Cerrado.
The Cerrado is a savanna grassland ecosystem in Brazil.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the Cerrado has warm winters. It also has a rainy season and a dry season.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_11683,images/train/train_11683.png,Select the fish below.,"[""eastern newt"", ""tokay gecko"", ""gray tree frog"", ""hammerhead shark""]",4,3,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A salmon is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.","A gray tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
An eastern newt is an amphibian. It has moist skin and begins its life in water.
Some newts live in water. Other newts live on land but lay their eggs in water.
A tokay gecko is a reptile. It has scaly, waterproof skin.
Many geckos have special pads on their toes. The pads help them climb up plants and rocks.
A hammerhead shark is a fish. It lives underwater. It has fins, not limbs.
Hammerhead sharks get their names from the shape of their heads. They have a wide, flat head and a small mouth.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
train_04370,images/train/train_04370.png,What evidence of a drought does this picture show?,"[""The ground is dry and cracked."", ""It is about to start raining.""]",2,0,This picture was taken during a drought. A drought happens when an area gets less rain or snow than usual.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_07961,images/train/train_07961.png,Which rhetorical appeal is primarily used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason, by highlighting the specific nutrients that the dog food provides.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_08424,images/train/train_08424.png,What happened after the Starving Time?,"[""The Virginia Company gave up Jamestown to Spanish explorers."", ""The Virginia Company only sent women and children to Jamestown."", ""The Virginia Company stopped sending colonists to Jamestown."", ""The Virginia Company started sending more colonists to Jamestown.""]",4,3,"During the Starving Time in 1609, many of the first Jamestown settlers died. The timeline below shows events in Jamestown after the Starving Time. Look at the timeline. Then answer the question below.",,"Look at the timeline.
The Starving Time was between 1609 and 1610. The timeline shows that many ships arrived in Jamestown during 1610 and 1611. Those ships arrived because the Virginia Company started sending more colonists to Jamestown. Some of the new colonists were women and children, but most were men.",closed choice,grade4,social science,us-history,English colonies in North America,Jamestown: growth of a colony
train_11299,images/train/train_11299.png,"In this experiment, which were part of a control group?","[""the pennies with soapy water"", ""the pennies with pure water""]",2,1,"The passage below describes an experiment.

Danny noticed that he could make a dome of water on a penny if he added drops of water slowly enough. He wondered if adding soap to the water would allow him to fit more or less water on the penny.
Danny put equal-sized drops of pure water, one at a time, onto a penny. He recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. Danny repeated these trials on seven additional pennies.
Figure: a dome of water on the surface of a penny.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.","In this experiment, Danny investigated whether adding soap to water affects how much water can fit on a penny. The pennies with pure water did not get soapy water. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
train_12396,images/train/train_12396.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""GA 3-oxidase protein . . . LH gene"", ""LH gene . . . GA 3-oxidase protein""]",2,1,"The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.

A pea plant's height is affected by substances that are made inside the plant's cells. One of these substances is called gibberellin.
Gibberellin is made in a pea plant's cells by a protein called GA 3-oxidase. The GA 3-oxidase protein is encoded by the LH gene.
A certain pea plant had a mutation in its LH gene. Compared to the LH gene without a mutation, the mutated LH gene encoded a form of the GA 3-oxidase protein with a different structure.
This different form of the GA 3-oxidase protein could make only a small amount of gibberellin. The plant with the mutation grew to a shorter height than pea plants containing more gibberellin.
Figure: pea plants with different amounts of gibberellin.","An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.","A mutation in a gene may affect the protein it encodes.
So, the mutation in the LH gene affected the structure and function of the GA 3-oxidase protein.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
train_03201,images/train/train_03201.png,Select the statement that is true about Sydney's average monthly precipitation.,"[""Less precipitation falls in February than in November."", ""More precipitation falls in June than in December."", ""Each month has about the same amount of precipitation.""]",3,1,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Sydney, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""More precipitation falls in June than in December."" is incorrect.
June has a higher average monthly precipitation than December.
Choice ""Each month has about the same amount of precipitation."" is incorrect.
On average, less precipitation falls between July and December than between January and June.
Choice ""Less precipitation falls in February than in November."" is incorrect.
The average precipitation in February is higher, not lower, than November.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_03111,images/train/train_03111.png,"In this food web, which organism contains matter that eventually moves to the earthworm?","[""barren-ground caribou"", ""Arctic fox""]",2,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.
Arrows point from the barren-ground caribou to the grizzly bear and the mushroom. The only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
train_07081,images/train/train_07081.png,Which statement is true about the average monthly precipitation in Charlotte?,"[""Precipitation does not change much from month to month."", ""Charlotte has a rainy season and a dry season."", ""January is the month with the highest average precipitation.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Charlotte, look at the graph.
Choice ""Jan"" is incorrect.
Choice ""January is the month with the highest average precipitation."" is incorrect.
Several other months have a slightly higher average precipitation than January.
Choice ""Charlotte has a rainy season and a dry season."" is incorrect.
The average monthly precipitation does not change much throughout the year. Every month has some rain, and there is no dry season. So, Charlotte does not have a rainy season and a dry season.
Choice ""Precipitation does not change much from month to month."" is incorrect.
The average monthly precipitation changes only slightly throughout the year.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_08195,images/train/train_08195.png,"Is a stuffed rabbit a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A stuffed rabbit is a solid. A solid has a size and shape of its own.
When you hold a stuffed rabbit in your hands, the stuffed rabbit still has a size and shape of its own.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_03246,images/train/train_03246.png,"Based on the arrows, which of the following living things is a producer?","[""phytoplankton"", ""zooplankton""]",2,0,"Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.
A food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.","A food web is a model.
Models can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.
A living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.
A living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.","Producers make their own food. They do not eat other living things. So, there are no arrows in a food web that point from other living things to producers.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is a producer.
The zooplankton has an arrow pointing to it from the phytoplankton. So, the zooplankton is a consumer, not a producer.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
train_09274,images/train/train_09274.png,"Based on the arrows, which of the following living things is a consumer?","[""kelp"", ""zooplankton""]",2,1,"Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.
A food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.","A food web is a model.
Models can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.
A living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.
A living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.","Consumers eat other living things. So, there are arrows in a food web that point from other living things to consumers.
The zooplankton has an arrow pointing to it from the phytoplankton. So, the zooplankton is a consumer.
The kelp does not have any arrows pointing to it. So, the kelp is a producer, not a consumer.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
train_05979,images/train/train_05979.png,"Is popcorn a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.",Popcorn is a solid. You can tear a piece of popcorn into smaller pieces. But each smaller piece will still have a size and shape of its own.,closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_04173,images/train/train_04173.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""blue-footed booby"", ""saddle-billed stork""]",2,1,"Black-headed herons live near wetlands and lakes. They eat mostly fish.
The 's neck helps it grab fish while keeping the rest of its body still. If the heron had to move its body, it might scare the fish away.
Figure: black-headed heron.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.","Look at the picture of the black-headed heron.
The black-headed heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the black-headed heron to grab the prey without scaring it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The saddle-billed stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.
The blue-footed booby has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_11280,images/train/train_11280.png,Which better describes the Tibetan Plateau ecosystem?,"[""It has long, cold winters. It also has many evergreen trees."", ""It has mostly small plants. It also has soil that is frozen year-round.""]",2,1,"Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the Tibetan Plateau has mostly small plants. It also has soil that is frozen year-round.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_01544,images/train/train_01544.png,Which better describes the Sonoran Desert ecosystem?,"[""It has dry, thin soil. It also has many different types of organisms."", ""It has deep, muddy soil. It also has many different types of organisms.""]",2,0,"Figure: Sonoran Desert.
The Sonoran Desert is a desert ecosystem in the southwestern United States and northwestern Mexico.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A desert is a type of ecosystem. Deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Sonoran Desert has dry, thin soil. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_12627,images/train/train_12627.png,"Is a baseball cap a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A baseball cap is a solid. A solid has a size and shape of its own.
If you put a baseball cap on your head, the baseball cap will still have a size and shape of its own.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_09038,images/train/train_09038.png,"Is the air from a leaf blower a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","The air from a leaf blower is a gas. A gas expands to fill a space.
A leaf blower uses a fan to blow air out. When the air leaves the leaf blower, the air expands to fill a much larger space.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_10019,images/train/train_10019.png,"Is dish soap a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","Dish soap is a liquid. A liquid takes the shape of any container it is in.
If you pour dish soap out of a bottle, the dish soap will change shape. But the dish soap will still take up the same amount of space.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_01045,images/train/train_01045.png,Look at the picture. Which word best describes how these shoes smell?,"[""flowery"", ""fresh"", ""stinky""]",3,2,,"When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
","Look at the picture.
The word stinky describes how these shoes smell. You can tell by looking at the boy's face.
Flowery and fresh can also describe how something smells. But they do not describe these shoes.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
train_09464,images/train/train_09464.png,"Is a kimono a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.",A kimono is a solid. You can fold a kimono. But it will still have a size and shape of its own.,closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_06399,images/train/train_06399.png,Which trait does this leaf-cutter ant have?,"[""It has long, thin legs."", ""The outside of its body is soft."", ""It eats leaves.""]",3,0,"This picture shows a leaf-cutter ant. A leaf-cutter ant is a type of insect. Each leaf-cutter ant has a hard outer covering called an exoskeleton. The exoskeleton helps protect the ant's body.
This type of ant is called a leaf-cutter because it cuts pieces of leaves off plants. Leaf-cutter ants do not eat the leaf pieces. Instead, they use the pieces to grow their food.",,"Both the picture and the text tell you about the traits of leaf-cutter ants. Start with the text.
This type of ant is called a leaf-cutter because it cuts pieces of leaves off plants. Leaf-cutter ants do not eat the leaf pieces. Instead, they use the pieces to grow their food.
The outside of a leaf-cutter ant's body is not soft. A leaf-cutter ant has a hard exoskeleton covering its body. Also, leaf-cutter ants do not eat leaves.
Next look at the picture.
You can see that this leaf-cutter ant has long, thin legs. It is carrying a piece of a leaf.",closed choice,grade3,natural science,literacy-in-science,Animals,Benefits of group behavior: leaf-cutter ants
train_01500,images/train/train_01500.png,What evidence of a wildfire does this picture show?,"[""The trees have straight trunks."", ""The forest floor is on fire.""]",2,1,This picture was taken during a wildfire. A wildfire happens when a natural area catches fire and burns.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_01413,images/train/train_01413.png,"Is the following statement about our solar system true or false?
The volume of Saturn is more than ten times the volume of Uranus.","[""false"", ""true""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Uranus.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_10800,images/train/train_10800.png,"Is the following statement about our solar system true or false?
The volume of Mars is more than ten times as large as Mercury's.","[""true"", ""false""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_02772,images/train/train_02772.png,"Is the following statement about our solar system true or false?
The volume of Mars is more than ten times as large as Mercury's.","[""false"", ""true""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_05270,images/train/train_05270.png,"Is the following statement about our solar system true or false?
The volume of Uranus is less than ten times the volume of Neptune.","[""false"", ""true""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Neptune.
Then compare the result to the volume of Uranus. The volume of Uranus is 6.83 x 10^13 km^3, which is less than 6.25 x 10^14 km^3. So, the volume of Uranus is less than ten times the volume of Neptune.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_09560,images/train/train_09560.png,"Is the following statement about our solar system true or false?
The volume of Saturn is more than ten times the volume of Uranus.","[""false"", ""true""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Uranus.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_12475,images/train/train_12475.png,"Is the following statement about our solar system true or false?
The volume of Mars is more than ten times as large as Mercury's.","[""false"", ""true""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_07458,images/train/train_07458.png,"Is the following statement about our solar system true or false?
The volume of Mars is more than ten times as large as Mercury's.","[""false"", ""true""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_08847,images/train/train_08847.png,"Is the following statement about our solar system true or false?
The volume of Uranus is less than ten times the volume of Neptune.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Neptune.
Then compare the result to the volume of Uranus. The volume of Uranus is 6.83 x 10^13 km^3, which is less than 6.25 x 10^14 km^3. So, the volume of Uranus is less than ten times the volume of Neptune.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_10886,images/train/train_10886.png,"Is the following statement about our solar system true or false?
The volume of Saturn is more than ten times the volume of Uranus.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Uranus.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_01197,images/train/train_01197.png,"Is the following statement about our solar system true or false?
The volume of Saturn is more than ten times the volume of Uranus.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Uranus.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_04015,images/train/train_04015.png,"Is the following statement about our solar system true or false?
The volume of Mars is more than ten times as large as Mercury's.","[""false"", ""true""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_06665,images/train/train_06665.png,"Is the following statement about our solar system true or false?
The volume of Earth is more than ten times the volume of Mercury.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Mercury.
Then compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is greater than 6.08 x 10^11 km^3. So, the volume of Earth is more than ten times the volume of Mercury.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_01102,images/train/train_01102.png,Which trait did Eryma have? Select the trait you can observe on the fossil.,"[""a round, flat body"", ""two claws""]",2,1,"This picture shows a fossil of an ancient animal called Eryma.
Fossils of Eryma have been found in deposits of shale and limestone. Some Eryma fossils are more than 100,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade4,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_04621,images/train/train_04621.png,Which better describes the Tibetan Plateau ecosystem?,"[""It has mostly small plants. It also has soil that is frozen year-round."", ""It has long, cold winters. It also has many evergreen trees.""]",2,0,"Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the Tibetan Plateau has mostly small plants. It also has soil that is frozen year-round.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_02512,images/train/train_02512.png,Which of these organisms contains matter that was once part of the bilberry?,"[""barren-ground caribou"", ""snowy owl""]",2,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.There is one path matter can take from the bilberry to the snowy owl: bilberry->brown lemming->short-tailed weasel->snowy owl. There are two paths matter can take from the bilberry to the Arctic fox: bilberry->Arctic fox. bilberry->brown lemming->Arctic fox. barren-ground caribou. The only arrow pointing to the barren-ground caribou starts from the lichen. The lichen does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the barren-ground caribou.. There is one path matter can take from the bilberry to the mushroom: bilberry->grizzly bear->mushroom. There are four paths matter can take from the bilberry to the earthworm: bilberry->Arctic fox->earthworm. bilberry->brown lemming->Arctic fox->earthworm. bilberry->brown lemming->snowy owl->earthworm. bilberry->brown lemming->parasitic jaeger->rough-legged hawk->earthworm.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
train_00009,images/train/train_00009.png,Which of these organisms contains matter that was once part of the phytoplankton?,"[""black rockfish"", ""sea otter""]",2,0,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the phytoplankton.
The only arrow pointing to the sea otter starts from the sea urchin. The only arrow pointing to the sea urchin starts from the kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the sea otter.There are two paths matter can take from the phytoplankton to the plainfin midshipman: phytoplankton->plainfin midshipman. phytoplankton->zooplankton->plainfin midshipman. There is one path matter can take from the phytoplankton to the black rockfish: phytoplankton->zooplankton->black rockfish. There is one path matter can take from the phytoplankton to the zooplankton: phytoplankton->zooplankton.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
train_05065,images/train/train_05065.png,"Is a tissue a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","A tissue is a solid that can be folded or torn. But if you fold a tissue, it will still have a size and shape of its own. If you tear a tissue into pieces, each piece will still have a size and shape of its own.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_04641,images/train/train_04641.png,Select the statement that is true about Sydney's average monthly precipitation.,"[""More precipitation falls in June than in December."", ""March is the driest month of the year."", ""Less precipitation falls in February than in November.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Sydney, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""Less precipitation falls in February than in November."" is incorrect.
The average precipitation in February is higher, not lower, than November.
Choice ""March is the driest month of the year."" is incorrect.
The driest month is the one with the lowest average monthly precipitation. September, not March, has the lowest average precipitation.
Choice ""More precipitation falls in June than in December."" is incorrect.
June has a higher average monthly precipitation than December.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_05518,images/train/train_05518.png,"Is a scarf a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.",A scarf is a solid. You can fold a scarf. But it will still have a size and shape of its own.,closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_00316,images/train/train_00316.png,Which i in column 1?,"[""the fast-food restaurant"", ""the police department"", ""the grocery store"", ""the fire department""]",4,3,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The fire department is in column 1.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_07909,images/train/train_07909.png,"As the girls pull on the rope, what is the direction of the opposing force?","[""toward the girls"", ""away from the girls""]",2,1,"The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
A group of boys plays a game of tug-of-war with a group of girls. Think about two of the forces that act on the rope:
The girls pull toward themselves.
The boys pull away from the girls.","A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.","Find the direction the girls pull on the rope.
A group of boys plays a game of tug-of-war with a group of girls. Think about two of the forces that act on the rope:
The girls pull toward themselves.
The boys pull away from the girls.
The text tells you that the girls pull toward themselves. The opposite direction is away from the girls. So, the direction of the opposing force is away from the girls.",closed choice,grade3,natural science,physics,Force and motion,How do balanced and unbalanced forces affect motion?
train_10284,images/train/train_10284.png,"As the boys pull on the rope, what is the direction of the opposing force?","[""away from the girls"", ""toward the girls""]",2,1,"The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
A group of boys plays a game of tug-of-war with a group of girls. Think about two of the forces that act on the rope:
The girls pull toward themselves.
The boys pull away from the girls.","A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.","Find the direction the boys pull on the rope.
A group of boys plays a game of tug-of-war with a group of girls. Think about two of the forces that act on the rope:
The girls pull toward themselves.
The boys pull away from the girls.
The text tells you that the boys pull away from the girls. The opposite direction is toward the girls. So, the direction of the opposing force is toward the girls.",closed choice,grade3,natural science,physics,Force and motion,How do balanced and unbalanced forces affect motion?
train_01223,images/train/train_01223.png,Which animal is also adapted to use its neck to appear large and scary to a predator?,"[""bearded dragon"", ""sand lizard""]",2,0,"Frillneck lizards are reptiles. Their predators include owls, eagles, and snakes. The lizard uses its neck to appear large and scary to a predator.
Figure: frillneck lizard.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.","Look at the picture of the frillneck lizard.
When frightened, the frillneck lizard can spread out its frill to appear larger and more dangerous. If a predator is nearby, the frill can help scare it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The bearded dragon has spiny scales around its neck. It uses its neck to appear larger and more dangerous to a predator.
The sand lizard has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.",closed choice,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_06557,images/train/train_06557.png,Which trait did Stenophlebia have? Select the trait you can observe on the fossil.,"[""four wings"", ""thin legs""]",2,0,"This picture shows a fossil of an ancient insect called Stenophlebia.
Fossils of Stenophlebia have been found in rocks that are more than 140,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade3,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_04933,images/train/train_04933.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_04826,images/train/train_04826.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10720,images/train/train_10720.png,"In this food web, which organism contains matter that eventually moves to the mushroom?","[""lichen"", ""snowy owl""]",2,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the mushroom.There are two paths matter can take from the barren-ground caribou to the mushroom: barren-ground caribou->mushroom. barren-ground caribou->grizzly bear->mushroom. snowy owl. The only arrow pointing from the snowy owl leads to the earthworm. No arrows point from the earthworm to any other organisms. So, in this food web, matter does not move from the snowy owl to the mushroom.. There is one path matter can take from the bilberry to the mushroom: bilberry->grizzly bear->mushroom. There is one path matter can take from the grizzly bear to the mushroom: grizzly bear->mushroom. There are two paths matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. lichen->barren-ground caribou->grizzly bear->mushroom.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
train_06131,images/train/train_06131.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05344,images/train/train_05344.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05370,images/train/train_05370.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03266,images/train/train_03266.png,Which animal is also adapted to use its neck to appear large and scary to a predator?,"[""sand lizard"", ""frillneck lizard""]",2,1,"s are snakes. Their predators include mongooses and secretary birds. The cobra uses its neck to appear large and scary to a predator.
Figure: Mozambique spitting cobra.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.","Look at the picture of the Mozambique spitting cobra.
When frightened, the Mozambique spitting cobra can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The frillneck lizard has a layer of skin, called a frill,  around its neck. It uses its neck to appear larger and more dangerous to a predator.
The sand lizard has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_08794,images/train/train_08794.png,Which statement is true about the average monthly precipitation in Nairobi?,"[""More precipitation falls in April than in August."", ""February is the wettest month of the year."", ""Nairobi gets about the same amount of precipitation each month.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Nairobi, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Apr"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""More precipitation falls in April than in August."" is incorrect.
April has a higher average monthly precipitation than August.
Choice ""February is the wettest month of the year."" is incorrect.
The wettest month is the one with the highest average monthly precipitation. April, not February, has the highest average precipitation.
Choice ""Nairobi gets about the same amount of precipitation each month."" is incorrect.
On average, less precipitation falls between June and October than between November and May.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_11857,images/train/train_11857.png,"Is the water in a sink a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","The water in a sink is a liquid. A liquid takes the shape of any container it is in.
If you move the water from a sink into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_10667,images/train/train_10667.png,Which trait did Glyptodon have? Select the trait you can observe on the fossil.,"[""long flippers"", ""a shell on its back""]",2,1,"This picture shows the fossil of an ancient animal called Glyptodon. Glyptodon lived over 10,000,000 years ago.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade5,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_03605,images/train/train_03605.png,Which statement is true about the average monthly precipitation in Nairobi?,"[""More precipitation falls in April than in August."", ""More precipitation falls in September than in November."", ""Nairobi gets about the same amount of precipitation each month.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Nairobi, look at the graph.
Choice ""Apr"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""Sep"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Nairobi gets about the same amount of precipitation each month."" is incorrect.
On average, less precipitation falls between June and October than between November and May.
Choice ""More precipitation falls in April than in August."" is incorrect.
April has a higher average monthly precipitation than August.
Choice ""More precipitation falls in September than in November."" is incorrect.
November has a higher average precipitation than September.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_05912,images/train/train_05912.png,Which statement is true about the average monthly precipitation in Nairobi?,"[""More precipitation falls in April than in August."", ""Nairobi gets about the same amount of precipitation each month."", ""February is the wettest month of the year.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Nairobi, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Apr"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""More precipitation falls in April than in August."" is incorrect.
April has a higher average monthly precipitation than August.
Choice ""February is the wettest month of the year."" is incorrect.
The wettest month is the one with the highest average monthly precipitation. April, not February, has the highest average precipitation.
Choice ""Nairobi gets about the same amount of precipitation each month."" is incorrect.
On average, less precipitation falls between June and October than between November and May.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_00741,images/train/train_00741.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07991,images/train/train_07991.png,"Is the water in a bathtub a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","The water in a bathtub is a liquid. A liquid takes the shape of any container it is in.
If you move the water from a bathtub into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_01909,images/train/train_01909.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""pathos (emotion)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason, by citing data that proves the face wash's effectiveness.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_07070,images/train/train_07070.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02629,images/train/train_02629.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_09641,images/train/train_09641.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03710,images/train/train_03710.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06642,images/train/train_06642.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06864,images/train/train_06864.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06952,images/train/train_06952.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12531,images/train/train_12531.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12026,images/train/train_12026.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11757,images/train/train_11757.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_01782,images/train/train_01782.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11711,images/train/train_11711.png,Which better describes the Rainbow Reef ecosystem?,"[""It has bright sunlight. It also has shallow water."", ""It has water with not much salt. It also has only a few types of organisms.""]",2,0,"Figure: Rainbow Reef.
Rainbow Reef is a tropical coral reef ecosystem near Fiji, a group of islands in the southern Pacific Ocean.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, Rainbow Reef has bright sunlight. It also has shallow water.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_01513,images/train/train_01513.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06569,images/train/train_06569.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02630,images/train/train_02630.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05945,images/train/train_05945.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02940,images/train/train_02940.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10193,images/train/train_10193.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06490,images/train/train_06490.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05840,images/train/train_05840.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06107,images/train/train_06107.png,"Is helium a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","Helium is a gas. A gas expands to fill a space.
Helium is lighter than air. So, if you fill a balloon with helium, the balloon will rise. If helium leaks out of the balloon, the helium will expand into the space around the balloon.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_12492,images/train/train_12492.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_01873,images/train/train_01873.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05036,images/train/train_05036.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07194,images/train/train_07194.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02732,images/train/train_02732.png,"Is cake batter a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Cake batter is a liquid. A liquid takes the shape of any container it is in.
If you pour cake batter into a different container, the cake batter will take the shape of that container. But the cake batter will still take up the same amount of space.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_01795,images/train/train_01795.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07752,images/train/train_07752.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_09574,images/train/train_09574.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07673,images/train/train_07673.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12489,images/train/train_12489.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00558,images/train/train_00558.png,Which i in column 4?,"[""the fire department"", ""the library"", ""the gas station"", ""the grocery store""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The gas station is in column 4.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_01705,images/train/train_01705.png,Which i in row A?,"[""the fire department"", ""the grocery store"", ""the police department"", ""the library""]",4,0,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The fire department is in row A.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_12496,images/train/train_12496.png,Which i in column 1?,"[""the grocery store"", ""the library"", ""the gas station"", ""the fire department""]",4,0,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The grocery store is in column 1.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_03936,images/train/train_03936.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08445,images/train/train_08445.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03073,images/train/train_03073.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08727,images/train/train_08727.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11628,images/train/train_11628.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10969,images/train/train_10969.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06082,images/train/train_06082.png,Which statement best describes the average monthly precipitation in Boston?,"[""About the same amount of precipitation falls each month between May and October."", ""March is the month with the highest average precipitation."", ""March is drier than January, February, and October.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Boston, look at the graph.
Choice ""Jan"" is incorrect.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""May"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""March is drier than January, February, and October."" is incorrect.
Drier months have a lower average precipitation than wetter months. October has a lower average precipitation than March. So, March is not drier than October.
Choice ""March is the month with the highest average precipitation."" is incorrect.
January, not March, has the highest average monthly precipitation.
Choice ""About the same amount of precipitation falls each month between May and October."" is incorrect.
The average precipitation each month between May and October is about 3 inches. So, about the same amount of precipitation falls during each of these months.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_05251,images/train/train_05251.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03590,images/train/train_03590.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07684,images/train/train_07684.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08178,images/train/train_08178.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10012,images/train/train_10012.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12598,images/train/train_12598.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_09856,images/train/train_09856.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00795,images/train/train_00795.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02569,images/train/train_02569.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""pathos (emotion)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason. It mentions clinical trials and uses specific figures (4 times as effective).",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_05862,images/train/train_05862.png,"Is a robot a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A robot is a solid. A solid has a size and shape of its own.
A robot can move. But if it moves across a room, the robot will still have a size and shape of its own.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_02046,images/train/train_02046.png,Which of these organisms contains matter that was once part of the persimmon tree?,"[""bolete fungus"", ""silver maple""]",2,0,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the persimmon tree.There are four paths matter can take from the persimmon tree to the parasol fungus: persimmon tree->black bear->parasol fungus. persimmon tree->pine vole->parasol fungus. persimmon tree->swallowtail caterpillar->black bear->parasol fungus. persimmon tree->swallowtail caterpillar->pine vole->parasol fungus. There are eight paths matter can take from the persimmon tree to the bolete fungus: persimmon tree->swallowtail caterpillar->gray fox->bolete fungus. persimmon tree->swallowtail caterpillar->gray fox->bobcat->bolete fungus. persimmon tree->swallowtail caterpillar->pine vole->gray fox->bolete fungus. persimmon tree->swallowtail caterpillar->pine vole->gray fox->bobcat->bolete fungus. persimmon tree->swallowtail caterpillar->pine vole->black racer->bolete fungus. persimmon tree->pine vole->gray fox->bolete fungus. persimmon tree->pine vole->gray fox->bobcat->bolete fungus. persimmon tree->pine vole->black racer->bolete fungus. silver maple. The silver maple does not have any arrows pointing to it. So, in this food web, matter does not move from the persimmon tree to the silver maple.. There are three paths matter can take from the persimmon tree to the bobcat: persimmon tree->pine vole->gray fox->bobcat. persimmon tree->swallowtail caterpillar->gray fox->bobcat. persimmon tree->swallowtail caterpillar->pine vole->gray fox->bobcat. There are two paths matter can take from the persimmon tree to the black racer: persimmon tree->pine vole->black racer. persimmon tree->swallowtail caterpillar->pine vole->black racer.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_02956,images/train/train_02956.png,Which of these organisms contains matter that was once part of the persimmon tree?,"[""silver maple"", ""black racer""]",2,1,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the persimmon tree.There are three paths matter can take from the persimmon tree to the bobcat: persimmon tree->pine vole->gray fox->bobcat. persimmon tree->swallowtail caterpillar->gray fox->bobcat. persimmon tree->swallowtail caterpillar->pine vole->gray fox->bobcat. There are three paths matter can take from the persimmon tree to the gray fox: persimmon tree->pine vole->gray fox. persimmon tree->swallowtail caterpillar->gray fox. persimmon tree->swallowtail caterpillar->pine vole->gray fox. There are two paths matter can take from the persimmon tree to the black racer: persimmon tree->pine vole->black racer. persimmon tree->swallowtail caterpillar->pine vole->black racer. There is one path matter can take from the persimmon tree to the swallowtail caterpillar: persimmon tree->swallowtail caterpillar. silver maple. The silver maple does not have any arrows pointing to it. So, in this food web, matter does not move from the persimmon tree to the silver maple..",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_01511,images/train/train_01511.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12142,images/train/train_12142.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10268,images/train/train_10268.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03105,images/train/train_03105.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00453,images/train/train_00453.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00007,images/train/train_00007.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_09106,images/train/train_09106.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06108,images/train/train_06108.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07007,images/train/train_07007.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02437,images/train/train_02437.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_09791,images/train/train_09791.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05230,images/train/train_05230.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03653,images/train/train_03653.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02579,images/train/train_02579.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10017,images/train/train_10017.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10847,images/train/train_10847.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08222,images/train/train_08222.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08463,images/train/train_08463.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07381,images/train/train_07381.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00136,images/train/train_00136.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00248,images/train/train_00248.png,Which i in row A?,"[""the theater"", ""the police department"", ""the fast-food restaurant"", ""the fire department""]",4,1,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The police department is in row A.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_02555,images/train/train_02555.png,Which i in row B?,"[""the theater"", ""the fire department"", ""the grocery store"", ""the fast-food restaurant""]",4,1,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The fire department is in row B.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_09317,images/train/train_09317.png,Which i in row A?,"[""the fast-food restaurant"", ""the fire department"", ""the grocery store"", ""the theater""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The grocery store is in row A.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_04055,images/train/train_04055.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11216,images/train/train_11216.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_04649,images/train/train_04649.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08796,images/train/train_08796.png,"Is a chocolate bar a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","A chocolate bar is a solid. A solid has a size and shape of its own.
A chocolate bar can melt in your mouth. But at room temperature, a chocolate bar is a solid.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_05791,images/train/train_05791.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05869,images/train/train_05869.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05608,images/train/train_05608.png,Which better describes the Gobi Desert ecosystem?,"[""It has dry, thin soil. It also has long, cold winters."", ""It has heavy snow. It also has only a few types of trees.""]",2,0,"Figure: Gobi Desert.
The Gobi Desert is a cold desert ecosystem in northern China and southern Mongolia.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Gobi Desert has dry, thin soil. It also has long, cold winters.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_04397,images/train/train_04397.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_01954,images/train/train_01954.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02258,images/train/train_02258.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_09485,images/train/train_09485.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_04068,images/train/train_04068.png,Which better describes the Taklamakan Desert ecosystem?,"[""It has heavy snow. It also has soil that is frozen year-round."", ""It has dry, thin soil. It also has long, cold winters.""]",2,1,"Figure: Taklamakan Desert.
The Taklamakan Desert is a cold desert ecosystem in northwestern China.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Taklamakan Desert has dry, thin soil. It also has long, cold winters.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_00934,images/train/train_00934.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11704,images/train/train_11704.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05604,images/train/train_05604.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03295,images/train/train_03295.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_04345,images/train/train_04345.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11259,images/train/train_11259.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05123,images/train/train_05123.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00817,images/train/train_00817.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12182,images/train/train_12182.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03943,images/train/train_03943.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_04442,images/train/train_04442.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03476,images/train/train_03476.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03409,images/train/train_03409.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11911,images/train/train_11911.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00925,images/train/train_00925.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00777,images/train/train_00777.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08665,images/train/train_08665.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_04098,images/train/train_04098.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08700,images/train/train_08700.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10289,images/train/train_10289.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_01547,images/train/train_01547.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02386,images/train/train_02386.png,"According to the timeline, during which historical period did the U.S.-Mexican War occur?","[""the early republic period"", ""the Civil War period"", ""the antebellum period""]",3,2,"In the following questions, you will learn about the U.S.-Mexican War (1846–1848), sometimes called the Mexican-American War. You will learn about what caused the war, how it was fought, and what happened after the war was over.
The following timeline shows the U.S.-Mexican War and some other historical events that took place in the 1800s. The timeline also shows the historical period of each event. Historians use historical periods to group events from the past together. As a result, historians can find similarities between events that happened around the same time. Look at the timeline. Then answer the question below.",,"Look at the timeline.
Find the box that shows the U.S.-Mexican War. Look at the color of that box, and then look at the legend. According to the legend, the U.S.-Mexican War took place during the antebellum period.
Why is it called the antebellum period?
In Latin, the word ante means ""before,"" and the word bellum means ""war."" So, the antebellum period means the period before the Civil War. When historians study the antebellum period, they often look at how events such as the U.S.-Mexican War contributed to the outbreak of the Civil War.",closed choice,grade8,social science,us-history,The Antebellum period,The U.S.-Mexican War
train_03013,images/train/train_03013.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00825,images/train/train_00825.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08821,images/train/train_08821.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00219,images/train/train_00219.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11292,images/train/train_11292.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12042,images/train/train_12042.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07732,images/train/train_07732.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02066,images/train/train_02066.png,"Is corn syrup a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Corn syrup is a liquid. A liquid takes the shape of any container it is in.
If you pour corn syrup into a container, the corn syrup will take the shape of that container. But the corn syrup will still take up the same amount of space.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_00511,images/train/train_00511.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_01411,images/train/train_01411.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00955,images/train/train_00955.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02074,images/train/train_02074.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06611,images/train/train_06611.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10000,images/train/train_10000.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07438,images/train/train_07438.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11845,images/train/train_11845.png,Which rhetorical appeal is primarily used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason, by arguing that purchasing paper from the advertised retailer is a better financial decision.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_01582,images/train/train_01582.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12707,images/train/train_12707.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08249,images/train/train_08249.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00164,images/train/train_00164.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00719,images/train/train_00719.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00749,images/train/train_00749.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03667,images/train/train_03667.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03619,images/train/train_03619.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_01274,images/train/train_01274.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07347,images/train/train_07347.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11912,images/train/train_11912.png,"Is a piece of paper a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.",A piece of paper is a solid. You can fold a piece of paper. But it will still have a size and shape of its own.,closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_02312,images/train/train_02312.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10603,images/train/train_10603.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03643,images/train/train_03643.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12514,images/train/train_12514.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03141,images/train/train_03141.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12602,images/train/train_12602.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_01499,images/train/train_01499.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08785,images/train/train_08785.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_04126,images/train/train_04126.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06139,images/train/train_06139.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11519,images/train/train_11519.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05583,images/train/train_05583.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03885,images/train/train_03885.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00300,images/train/train_00300.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06542,images/train/train_06542.png,"Based on the definition of the ""Columbian Exchange"" above, which arrow could show a part of the Columbian Exchange?","[""4"", ""1"", ""2""]",3,2,"In the following questions, you will learn about the Columbian Exchange. Historians use the term ""Columbian Exchange"" to describe the movement of diseases, animals, plants, people, and resources between the Americas and the rest of the world.
The map below shows different routes around the world. Look at the map. Then answer the question below.",,"Remember that the term ""Columbian Exchange"" describes diseases, animals, plants, people, and resources traveling between the Americas and the rest of the world.
Look back at the map legend. The map legend shows that ""the Americas"" includes North America and South America.
So, these choices are correct:
These choices are not correct:
This arrow points from Europe to Asia.
This arrow points from one part of North America to another part of North America.",closed choice,grade8,social science,world-history,Age of Exploration,The Columbian Exchange
train_07414,images/train/train_07414.png,"Based on the definition of the ""Columbian Exchange"" above, which arrow could show a part of the Columbian Exchange?","[""1"", ""4"", ""3""]",3,2,"In the following questions, you will learn about the Columbian Exchange. Historians use the term ""Columbian Exchange"" to describe the movement of diseases, animals, plants, people, and resources between the Americas and the rest of the world.
The map below shows different routes around the world. Look at the map. Then answer the question below.",,"Remember that the term ""Columbian Exchange"" describes diseases, animals, plants, people, and resources traveling between the Americas and the rest of the world.
Look back at the map legend. The map legend shows that ""the Americas"" includes North America and South America.
So, these choices are correct:
These choices are not correct:
This arrow points from Europe to Asia.
This arrow points from one part of North America to another part of North America.",closed choice,grade8,social science,world-history,Age of Exploration,The Columbian Exchange
train_08428,images/train/train_08428.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07263,images/train/train_07263.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06775,images/train/train_06775.png,Which statement is supported by these pictures?,"[""The Japanese sea lily has feather-like arms, and so did Hapalocrinus."", ""The Japanese sea lily has a long stem, but Hapalocrinus did not.""]",2,0,"Look at the two pictures below. The Japanese sea lily is a modern organism, and Hapalocrinus is an extinct one. The Japanese sea lily has many of the traits that Hapalocrinus had.","Fossils are the remains of organisms that lived long ago. Scientists look at fossils to learn about the traits of ancient organisms. Often, scientists compare fossils to modern organisms.
Some ancient organisms had many traits in common with modern organisms. Other ancient organisms were very different from any organisms alive today. The similarities and differences provide clues about how ancient organisms moved, what they ate, and what type of environment they lived in.
Be careful when observing a fossil's traits!
As an organism turns into a fossil, many parts of its body break down. Soft parts, such as skin, often break down quickly. Hard parts, such as bone, are usually preserved. So, a fossil does not show all of an organism's traits.","The Japanese sea lily has feather-like arms and a long stem.
This fossil shows the remains of feather-like arms. So, Hapalocrinus had feather-like arms.
The fossil also shows the remains of a long stem. So, Hapalocrinus had a long stem.
Choice ""The Japanese sea lily has feather-like arms, and so did Hapalocrinus."" is incorrect.
This statement is supported by the pictures. You can see that the Japanese sea lily has feather-like arms. From Hapalocrinus's fossil, you can tell that it also had feather-like arms.
Choice ""The Japanese sea lily has a long stem, but Hapalocrinus did not."" is incorrect.
This statement is not supported by the pictures. From Hapalocrinus's fossil, you can tell that it had a long stem.",closed choice,grade4,natural science,earth-science,Fossils,Compare ancient and modern organisms: use observations to support a hypothesis
train_00889,images/train/train_00889.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03265,images/train/train_03265.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_09551,images/train/train_09551.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_09429,images/train/train_09429.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_04231,images/train/train_04231.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03122,images/train/train_03122.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10312,images/train/train_10312.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_04878,images/train/train_04878.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00569,images/train/train_00569.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05563,images/train/train_05563.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample A"", ""sample B""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05234,images/train/train_05234.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08708,images/train/train_08708.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08838,images/train/train_08838.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_09213,images/train/train_09213.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00513,images/train/train_00513.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07515,images/train/train_07515.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_11335,images/train/train_11335.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_00462,images/train/train_00462.png,Which i in row B?,"[""the fire department"", ""the grocery store"", ""the police department"", ""the gas station""]",4,0,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The fire department is in row B.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_10265,images/train/train_10265.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12264,images/train/train_12264.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03648,images/train/train_03648.png,Which i in row A?,"[""the park"", ""the gas station"", ""the library"", ""the grocery store""]",4,0,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The park is in row A.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_07714,images/train/train_07714.png,Which i in row C?,"[""the fire department"", ""the library"", ""the park"", ""the police department""]",4,3,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The police department is in row C.,closed choice,grade2,social science,geography,Geography,Use a letter-number grid
train_10453,images/train/train_10453.png,Which i in column 2?,"[""the theater"", ""the gas station"", ""the park"", ""the fire department""]",4,3,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The fire department is in column 2.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_11585,images/train/train_11585.png,Which i in column 4?,"[""the police department"", ""the theater"", ""the diner"", ""the fire department""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The diner is in column 4.,closed choice,grade2,social science,geography,Geography,Use a letter-number grid
train_12619,images/train/train_12619.png,Which i in row B?,"[""the grocery store"", ""the park"", ""the police department"", ""the diner""]",4,0,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The grocery store is in row B.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_09475,images/train/train_09475.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,2,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason. It argues that purchasing paper from Cheaper Paper Depot is a smarter financial decision.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_12071,images/train/train_12071.png,Which of these organisms contains matter that was once part of the bilberry?,"[""bear sedge"", ""grizzly bear""]",2,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.There are two paths matter can take from the bilberry to the Arctic fox: bilberry    Arctic fox. bilberry    brown lemming    Arctic fox. There is one path matter can take from the bilberry to the parasitic jaeger: bilberry    brown lemming    parasitic jaeger. There is one path matter can take from the bilberry to the grizzly bear: bilberry    grizzly bear. bear sedge. The bear sedge does not have any arrows pointing to it. So, in this food web, matter does not move from the bilberry to the bear sedge.. There is one path matter can take from the bilberry to the mushroom: bilberry    grizzly bear    mushroom.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
train_12347,images/train/train_12347.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03701,images/train/train_03701.png,"Is sweat a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Sweat is a liquid. A liquid can change shape. But it still takes up the same amount of space.
When you exercise, drops of sweat may drip down your face.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_00338,images/train/train_00338.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_10092,images/train/train_10092.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""sample A"", ""neither; the samples have the same temperature""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_05377,images/train/train_05377.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_03008,images/train/train_03008.png,Which i in column 3?,"[""the grocery store"", ""the pond"", ""the police department"", ""the fire department""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The police department is in column 3.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_04309,images/train/train_04309.png,Which i in row A?,"[""the fast-food restaurant"", ""the theater"", ""the pond"", ""the fire department""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The pond is in row A.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_07527,images/train/train_07527.png,Which i in column 3?,"[""the fast-food restaurant"", ""the theater"", ""the grocery store"", ""the pond""]",4,1,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The theater is in column 3.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_08771,images/train/train_08771.png,Which i in column 1?,"[""the fast-food restaurant"", ""the theater"", ""the pond"", ""the grocery store""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The pond is in column 1.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_02965,images/train/train_02965.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_01380,images/train/train_01380.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08432,images/train/train_08432.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""neither; the samples have the same temperature"", ""sample B"", ""sample A""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_06225,images/train/train_06225.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample B"", ""neither; the samples have the same temperature"", ""sample A""]",3,2,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_12662,images/train/train_12662.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_08870,images/train/train_08870.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""neither; the samples have the same temperature"", ""sample B""]",3,1,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.","The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.","Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.
Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_07451,images/train/train_07451.png,"In this food web, which organism contains matter that eventually moves to the mushroom?","[""lichen"", ""collared lemming""]",2,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the mushroom.
Arrows point from the collared lemming to the earthworm and the Arctic fox. The only arrow pointing from the Arctic fox leads to the earthworm. No arrows point from the earthworm to any other organisms. So, in this food web, matter does not move from the collared lemming to the mushroom.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
train_10199,images/train/train_10199.png,Which better describes the Jackson Reef ecosystem?,"[""It has salty water. It also has only a few types of organisms."", ""It has salty water. It also has many different types of organisms.""]",2,1,"Figure: Jackson Reef.
Jackson Reef is a tropical coral reef ecosystem in the Red Sea, near Egypt.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, Jackson Reef has salty water. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_10256,images/train/train_10256.png,Which better describes the Jackson Reef ecosystem?,"[""It has bright sunlight. It also has shallow water."", ""It has water with not much salt. It also has only a few types of organisms.""]",2,0,"Figure: Jackson Reef.
Jackson Reef is a tropical coral reef ecosystem in the Red Sea, near Egypt.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, Jackson Reef has bright sunlight. It also has shallow water.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_07060,images/train/train_07060.png,Which statement best describes the average monthly precipitation in Atlanta?,"[""October has the highest average precipitation."", ""Atlanta has a rainy season and a dry season."", ""Precipitation does not change much from month to month in Atlanta.""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Atlanta, look at the graph.
Choice ""Oct"" is incorrect.
Choice ""October has the highest average precipitation."" is incorrect.
Most other months have a slightly higher average precipitation than October.
Choice ""Atlanta has a rainy season and a dry season."" is incorrect.
The average monthly precipitation does not change much throughout the year. Every month has rain, and there is no dry season.
Choice ""Precipitation does not change much from month to month in Atlanta."" is incorrect.
The average monthly precipitation changes only slightly throughout the year.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_10030,images/train/train_10030.png,Which of these continents does the prime meridian intersect?,"[""North America"", ""Africa"", ""South America""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Africa. It does not intersect South America or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_05412,images/train/train_05412.png,Which of these continents does the prime meridian intersect?,"[""South America"", ""Antarctica"", ""North America""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect South America or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_03764,images/train/train_03764.png,Which of these continents does the prime meridian intersect?,"[""Europe"", ""North America"", ""South America""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect South America or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_12136,images/train/train_12136.png,Which statement describes the Cape Breton Highlands National Park ecosystem?,"[""It has soil that is frozen year-round."", ""It has soil that is poor in nutrients.""]",2,1,"Figure: Cape Breton Highlands National Park.
Cape Breton Highlands National Park is a taiga ecosystem in eastern Canada. It is mostly covered with taiga forests that are home to moose, bears, bald eagles, and other organisms.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Cape Breton Highlands National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has many evergreen trees. It has soil that is poor in nutrients. The following statement does not describe Cape Breton Highlands National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is frozen year-round.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_06594,images/train/train_06594.png,Which of these continents does the prime meridian intersect?,"[""Europe"", ""South America"", ""North America""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect South America or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_03424,images/train/train_03424.png,Which i in column 3?,"[""the gas station"", ""the grocery store"", ""the fire department"", ""the park""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The fire department is in column 3.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_05933,images/train/train_05933.png,Which i in column 1?,"[""the fire department"", ""the police department"", ""the gas station"", ""the school""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The gas station is in column 1.,closed choice,grade2,social science,geography,Geography,Use a letter-number grid
train_07250,images/train/train_07250.png,Which i in row A?,"[""the grocery store"", ""the park"", ""the fire department"", ""the gas station""]",4,0,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The grocery store is in row A.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_10202,images/train/train_10202.png,Which i in column 2?,"[""the police department"", ""the grocery store"", ""the park"", ""the fire department""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The park is in column 2.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_12109,images/train/train_12109.png,Which i in row B?,"[""the park"", ""the police department"", ""the gas station"", ""the grocery store""]",4,0,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The park is in row B.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_00210,images/train/train_00210.png,Which i in row C?,"[""the diner"", ""the grocery store"", ""the library"", ""the school""]",4,3,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The school is in row C.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_09747,images/train/train_09747.png,"Is the air moving through a flute a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","The air moving through a flute is a gas. A gas expands to fill a space.
The air in a flute expands to fill all the space inside the flute. When air leaves the flute, the air expands to fill a much larger space.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_03005,images/train/train_03005.png,Which of these organisms contains matter that was once part of the persimmon tree?,"[""swallowtail caterpillar"", ""beaver""]",2,0,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the persimmon tree.There are two paths matter can take from the persimmon tree to the pine vole: persimmon tree->pine vole. persimmon tree->swallowtail caterpillar->pine vole. There are three paths matter can take from the persimmon tree to the gray fox: persimmon tree->pine vole->gray fox. persimmon tree->swallowtail caterpillar->gray fox. persimmon tree->swallowtail caterpillar->pine vole->gray fox. beaver. The only arrow pointing to the beaver starts from the silver maple. The silver maple does not have an arrow pointing to it. So, in this food web, matter does not move from the persimmon tree to the beaver.. There is one path matter can take from the persimmon tree to the swallowtail caterpillar: persimmon tree->swallowtail caterpillar. There are three paths matter can take from the persimmon tree to the bobcat: persimmon tree->pine vole->gray fox->bobcat. persimmon tree->swallowtail caterpillar->gray fox->bobcat. persimmon tree->swallowtail caterpillar->pine vole->gray fox->bobcat.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_05150,images/train/train_05150.png,Which of these organisms contains matter that was once part of the persimmon tree?,"[""black bear"", ""beaver""]",2,0,"Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the persimmon tree.There are two paths matter can take from the persimmon tree to the black racer: persimmon tree->pine vole->black racer. persimmon tree->swallowtail caterpillar->pine vole->black racer. There are two paths matter can take from the persimmon tree to the black bear: persimmon tree->black bear. persimmon tree->swallowtail caterpillar->black bear. There are eight paths matter can take from the persimmon tree to the bolete fungus: persimmon tree->swallowtail caterpillar->gray fox->bolete fungus. persimmon tree->swallowtail caterpillar->gray fox->bobcat->bolete fungus. persimmon tree->swallowtail caterpillar->pine vole->gray fox->bolete fungus. persimmon tree->swallowtail caterpillar->pine vole->gray fox->bobcat->bolete fungus. persimmon tree->swallowtail caterpillar->pine vole->black racer->bolete fungus. persimmon tree->pine vole->gray fox->bolete fungus. persimmon tree->pine vole->gray fox->bobcat->bolete fungus. persimmon tree->pine vole->black racer->bolete fungus. beaver. The only arrow pointing to the beaver starts from the silver maple. The silver maple does not have an arrow pointing to it. So, in this food web, matter does not move from the persimmon tree to the beaver.. There are three paths matter can take from the persimmon tree to the bobcat: persimmon tree->pine vole->gray fox->bobcat. persimmon tree->swallowtail caterpillar->gray fox->bobcat. persimmon tree->swallowtail caterpillar->pine vole->gray fox->bobcat.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
train_07817,images/train/train_07817.png,Which i in row C?,"[""the pond"", ""the theater"", ""the grocery store"", ""the police department""]",4,1,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The theater is in row C.,closed choice,grade2,social science,geography,Geography,Use a letter-number grid
train_04823,images/train/train_04823.png,"Is a drum a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","A drum is a solid. A solid has a size and shape of its own.
A drum keeps its shape even when you hit it.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_04880,images/train/train_04880.png,Select the statement that is true about Sydney's average monthly precipitation.,"[""More precipitation falls in June than in December."", ""Each month has about the same amount of precipitation."", ""Less precipitation falls in February than in November.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Sydney, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""Less precipitation falls in February than in November."" is incorrect.
The average precipitation in February is higher, not lower, than November.
Choice ""Each month has about the same amount of precipitation."" is incorrect.
On average, less precipitation falls between July and December than between January and June.
Choice ""More precipitation falls in June than in December."" is incorrect.
June has a higher average monthly precipitation than December.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_11649,images/train/train_11649.png,Which statement best describes the average monthly precipitation in Boston?,"[""Precipitation does not change much from month to month in Boston."", ""About the same amount of precipitation falls each month between May and October."", ""March is drier than January, February, and October.""]",3,1,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Boston, look at the graph.
Choice ""Jan"" is incorrect.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""May"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Precipitation does not change much from month to month in Boston."" is incorrect.
On average, more precipitation falls between November and April than between May and October.
Choice ""About the same amount of precipitation falls each month between May and October."" is incorrect.
The average precipitation each month between May and October is about 3 inches. So, about the same amount of precipitation falls during each of these months.
Choice ""March is drier than January, February, and October."" is incorrect.
Drier months have a lower average precipitation than wetter months. October has a lower average precipitation than March. So, March is not drier than October.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_02892,images/train/train_02892.png,Select the statement that is true about Sydney's average monthly precipitation.,"[""March is the driest month of the year."", ""Each month has about the same amount of precipitation."", ""More precipitation falls in June than in December.""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Sydney, look at the graph.
Choice ""Mar"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""March is the driest month of the year."" is incorrect.
The driest month is the one with the lowest average monthly precipitation. September, not March, has the lowest average precipitation.
Choice ""Each month has about the same amount of precipitation."" is incorrect.
On average, less precipitation falls between July and December than between January and June.
Choice ""More precipitation falls in June than in December."" is incorrect.
June has a higher average monthly precipitation than December.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_08770,images/train/train_08770.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,2,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason. It focuses on the science behind the product.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_05713,images/train/train_05713.png,Which statement is true about the average monthly precipitation in Charlotte?,"[""Charlotte has a rainy season and a dry season."", ""Precipitation does not change much from month to month."", ""January is the month with the highest average precipitation.""]",3,1,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Charlotte, look at the graph.
Choice ""Jan"" is incorrect.
Choice ""January is the month with the highest average precipitation."" is incorrect.
Several other months have a slightly higher average precipitation than January.
Choice ""Charlotte has a rainy season and a dry season."" is incorrect.
The average monthly precipitation does not change much throughout the year. Every month has some rain, and there is no dry season. So, Charlotte does not have a rainy season and a dry season.
Choice ""Precipitation does not change much from month to month."" is incorrect.
The average monthly precipitation changes only slightly throughout the year.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_07644,images/train/train_07644.png,Select the statement that is true about Sydney's average monthly precipitation.,"[""Less precipitation falls in February than in November."", ""Each month has about the same amount of precipitation."", ""More precipitation falls in June than in December.""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Sydney, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""Less precipitation falls in February than in November."" is incorrect.
The average precipitation in February is higher, not lower, than November.
Choice ""More precipitation falls in June than in December."" is incorrect.
June has a higher average monthly precipitation than December.
Choice ""Each month has about the same amount of precipitation."" is incorrect.
On average, less precipitation falls between July and December than between January and June.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_00765,images/train/train_00765.png,"Is the following statement about our solar system true or false?
Saturn's volume is more than 10,000 times as large as Mercury's.","[""false"", ""true""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of 10,000 times the volume of Mercury.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is more than 6.08 x 10^14 km^3. So, Saturn's volume is more than 10,000 times as large as Mercury's volume.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_09007,images/train/train_09007.png,"Is the following statement about our solar system true or false?
Earth's volume is more than ten times as great as Mars's volume.","[""false"", ""true""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Mars.
Then compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is less than 1.63 x 10^12 km^3. So, Earth's volume is less than ten times as great as Mars's volume.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_08115,images/train/train_08115.png,"Is the following statement about our solar system true or false?
Saturn's volume is more than 10,000 times as large as Mercury's.","[""false"", ""true""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of 10,000 times the volume of Mercury.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is more than 6.08 x 10^14 km^3. So, Saturn's volume is more than 10,000 times as large as Mercury's volume.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_11788,images/train/train_11788.png,"Is the following statement about our solar system true or false?
Earth's volume is more than ten times as great as Mars's volume.","[""false"", ""true""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Mars.
Then compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is less than 1.63 x 10^12 km^3. So, Earth's volume is less than ten times as great as Mars's volume.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_11961,images/train/train_11961.png,"Is the following statement about our solar system true or false?
Jupiter's volume is more than ten times as large as Saturn's volume.","[""true"", ""false""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Saturn.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is less than 8.27 x 10^15 km^3. So, Jupiter's volume is less than ten times as large as Saturn's volume.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_00382,images/train/train_00382.png,"Is the following statement about our solar system true or false?
Jupiter's volume is more than ten times as large as Saturn's volume.","[""true"", ""false""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Saturn.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is less than 8.27 x 10^15 km^3. So, Jupiter's volume is less than ten times as large as Saturn's volume.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_03395,images/train/train_03395.png,"Is the following statement about our solar system true or false?
Jupiter's volume is more than ten times as large as Saturn's volume.","[""true"", ""false""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of ten times the volume of Saturn.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is less than 8.27 x 10^15 km^3. So, Jupiter's volume is less than ten times as large as Saturn's volume.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_12303,images/train/train_12303.png,Which better describes the Kermadec Arc ecosystem?,"[""It has no sunlight. It also has many large swimming organisms."", ""It has no sunlight. It also has organisms that crawl or stick to the ground.""]",2,1,"Figure: Kermadec Arc.
The Kermadec Arc is a deep sea ecosystem in the southern Pacific Ocean.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there","The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the Kermadec Arc has no sunlight. It also has organisms that crawl or stick to the ground.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
train_02015,images/train/train_02015.png,"Is a gold bracelet a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.",A gold bracelet is a solid. You can wrap a gold bracelet around your wrist. But the bracelet will still have a size and shape of its own.,closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_12686,images/train/train_12686.png,Which statement is true about the average monthly precipitation in Charlotte?,"[""January is the month with the highest average precipitation."", ""June is wetter than July."", ""Precipitation does not change much from month to month.""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Charlotte, look at the graph.
Choice ""Jan"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""January is the month with the highest average precipitation."" is incorrect.
Several other months have a slightly higher average precipitation than January.
Choice ""June is wetter than July."" is incorrect.
Wetter months have a higher average precipitation than drier months. June and July have the same average monthly precipitation. So, June is not wetter than July.
Choice ""Precipitation does not change much from month to month."" is incorrect.
The average monthly precipitation changes only slightly throughout the year.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_01855,images/train/train_01855.png,Which i in row B?,"[""the pond"", ""the gas station"", ""the grocery store"", ""the school""]",4,0,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The pond is in row B.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_08670,images/train/train_08670.png,Which i in column 1?,"[""the police department"", ""the pond"", ""the school"", ""the fire department""]",4,1,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The pond is in column 1.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_09173,images/train/train_09173.png,Which i in row C?,"[""the park"", ""the school"", ""the police department"", ""the grocery store""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The police department is in row C.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_11731,images/train/train_11731.png,Which i in row A?,"[""the pond"", ""the school"", ""the fire department"", ""the gas station""]",4,1,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The school is in row A.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_00613,images/train/train_00613.png,Which of these continents does the prime meridian intersect?,"[""Africa"", ""Australia"", ""South America""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Africa. It does not intersect Australia or South America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_02694,images/train/train_02694.png,Which of these continents does the prime meridian intersect?,"[""Australia"", ""South America"", ""Antarctica""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect Australia or South America.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_05562,images/train/train_05562.png,Which of these continents does the prime meridian intersect?,"[""South America"", ""Asia"", ""Africa""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Africa. It does not intersect South America or Asia.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_08638,images/train/train_08638.png,Which of these continents does the prime meridian intersect?,"[""Australia"", ""North America"", ""Europe""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect Australia or North America.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_01243,images/train/train_01243.png,Which of these continents does the prime meridian intersect?,"[""Antarctica"", ""Asia"", ""North America""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect Asia or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_09416,images/train/train_09416.png,Which of these continents does the prime meridian intersect?,"[""Africa"", ""North America"", ""Asia""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Africa. It does not intersect North America or Asia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_08011,images/train/train_08011.png,Which of these continents does the prime meridian intersect?,"[""Asia"", ""North America"", ""Antarctica""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect Asia or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_00748,images/train/train_00748.png,Which of these continents does the prime meridian intersect?,"[""Antarctica"", ""Australia"", ""South America""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect Australia or South America.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_05071,images/train/train_05071.png,Which of these continents does the prime meridian intersect?,"[""Australia"", ""Africa"", ""North America""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Africa. It does not intersect North America or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_06794,images/train/train_06794.png,Which of these continents does the prime meridian intersect?,"[""Antarctica"", ""Australia"", ""South America""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect South America or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_02081,images/train/train_02081.png,Which of these continents does the prime meridian intersect?,"[""North America"", ""Antarctica"", ""Australia""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect North America or Australia.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_06789,images/train/train_06789.png,Which of these continents does the prime meridian intersect?,"[""Africa"", ""North America"", ""Asia""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Africa. It does not intersect North America or Asia.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_11468,images/train/train_11468.png,Which of these continents does the prime meridian intersect?,"[""Asia"", ""South America"", ""Europe""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect Asia or South America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_00276,images/train/train_00276.png,Which of these continents does the prime meridian intersect?,"[""South America"", ""Africa"", ""Asia""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Africa. It does not intersect South America or Asia.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_05557,images/train/train_05557.png,Which of these continents does the prime meridian intersect?,"[""Asia"", ""North America"", ""Africa""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Africa. It does not intersect North America or Asia.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_01390,images/train/train_01390.png,Which of these continents does the prime meridian intersect?,"[""Australia"", ""Europe"", ""North America""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect Australia or North America.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_02486,images/train/train_02486.png,Which of these continents does the prime meridian intersect?,"[""South America"", ""Asia"", ""Antarctica""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect South America or Asia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_06011,images/train/train_06011.png,Which of these continents does the prime meridian intersect?,"[""South America"", ""Antarctica"", ""Australia""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect South America or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_06887,images/train/train_06887.png,Which of these continents does the prime meridian intersect?,"[""Asia"", ""Europe"", ""South America""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect South America or Asia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_08966,images/train/train_08966.png,Which of these continents does the prime meridian intersect?,"[""Australia"", ""Europe"", ""South America""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect South America or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_08798,images/train/train_08798.png,Which of these organisms contains matter that was once part of the phytoplankton?,"[""orca"", ""zooplankton""]",2,1,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the phytoplankton.There are four paths matter can take from the phytoplankton to the kelp bass: phytoplankton->zooplankton->kelp bass. phytoplankton->zooplankton->plainfin midshipman->kelp bass. phytoplankton->zooplankton->black rockfish->kelp bass. phytoplankton->plainfin midshipman->kelp bass. orca. The only arrow pointing to the orca starts from the sea otter. The only arrow pointing to the sea otter starts from the sea urchin. The only arrow pointing to the sea urchin starts from the kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the orca.. There are two paths matter can take from the phytoplankton to the plainfin midshipman: phytoplankton->plainfin midshipman. phytoplankton->zooplankton->plainfin midshipman. There is one path matter can take from the phytoplankton to the zooplankton: phytoplankton->zooplankton.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
train_10584,images/train/train_10584.png,Which rhetorical appeal is primarily used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character, by emphasizing the bank's core values.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_00552,images/train/train_00552.png,Which of these organisms contains matter that was once part of the bilberry?,"[""collared lemming"", ""grizzly bear""]",2,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.
There are two arrows pointing to the collared lemming. One arrow starts from the bear sedge, and the other arrow starts from the lichen. Neither the bear sedge nor the lichen has an arrow pointing to it. So, in this food web, matter does not move from the bilberry to the collared lemming.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
train_09252,images/train/train_09252.png,Which statement is supported by these pictures?,"[""The red deer has brown fur, and so did Megaloceros giganteus."", ""The red deer has legs, and so did Megaloceros giganteus.""]",2,1,"Look at the two pictures below. The red deer is a modern organism, and Megaloceros giganteus is an extinct one. The red deer has many of the traits that Megaloceros giganteus had.","Fossils are the remains of organisms that lived long ago. Scientists look at fossils to learn about the traits of ancient organisms. Often, scientists compare fossils to modern organisms.
Some ancient organisms had many traits in common with modern organisms. Other ancient organisms were very different from any organisms alive today. The similarities and differences provide clues about how ancient organisms moved, what they ate, and what type of environment they lived in.
Be careful when observing a fossil's traits!
As an organism turns into a fossil, many parts of its body break down. Soft parts, such as skin, often break down quickly. Hard parts, such as bone, are usually preserved. So, a fossil does not show all of an organism's traits.","The red deer has four legs. Its body is covered in brown fur.
This fossil shows the bones of long legs. So, Megaloceros giganteus had legs.
The fossil does not show any remains of skin or fur. So, you cannot tell from the fossil whether Megaloceros giganteus had brown fur.
Choice ""The red deer has brown fur, and so did Megaloceros giganteus."" is incorrect.
This statement is not supported by the pictures. You cannot tell the color of Megaloceros giganteus's fur from its fossil.
Choice ""The red deer has legs, and so did Megaloceros giganteus."" is incorrect.
This statement is supported by the pictures. You can see that the red deer has legs. From Megaloceros giganteus's fossil, you can tell that it also had legs.",closed choice,grade4,natural science,earth-science,Fossils,Compare ancient and modern organisms: use observations to support a hypothesis
train_11559,images/train/train_11559.png,"According to the map, which of the following statements is true about North America in the early colonial era?","[""European settlements overlapped with areas settled by Native Americans."", ""The Dutch controlled the most territory in eastern North America.""]",2,0,"Look at the map of North America in the early colonial era, or the 1600s and early 1700s. Then answer the question below.",,,closed choice,grade7,social science,us-history,Colonial America,Life as a colonist
train_02357,images/train/train_02357.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""great egret"", ""northern pintail""]",2,0,"Great blue herons live near wetlands and lakes. They eat mostly fish.
The 's neck helps it grab fish while keeping the rest of its body still. If the heron had to move its body, it might scare the fish away.
Figure: great blue heron.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.","Look at the picture of the great blue heron.
The great blue heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great blue heron to grab the prey without scaring it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.
The northern pintail has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_07841,images/train/train_07841.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""frigatebird"", ""great egret""]",2,1,"Black-headed herons live near wetlands and lakes. They eat mostly fish.
The 's neck helps it grab fish while keeping the rest of its body still. If the heron had to move its body, it might scare the fish away.
Figure: black-headed heron.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.","Look at the picture of the black-headed heron.
The black-headed heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the black-headed heron to grab the prey without scaring it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.
The frigatebird has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_02047,images/train/train_02047.png,Which rhetorical appeal is primarily used in this ad?,"[""logos (reason)"", ""pathos (emotion)"", ""ethos (character)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason, by emphasizing the specific amount of money that customers could save by switching to the advertised brand of car insurance.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_07652,images/train/train_07652.png,Which i in row C?,"[""the library"", ""the grocery store"", ""the police department"", ""the park""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The police department is in row C.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_07920,images/train/train_07920.png,Which i in row B?,"[""the grocery store"", ""the police department"", ""the park"", ""the restaurant""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The park is in row B.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_00562,images/train/train_00562.png,"Is a paper clip a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.",A paper clip is a solid. You can easily bend a paper clip. But it will still have a size and shape of its own.,closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_10424,images/train/train_10424.png,"Based on the wind speeds measured this day, which area was more likely to be an air mass source region?","[""Area B"", ""Area A""]",2,1,"Air masses influence weather everywhere on Earth. But air masses can form only over certain places. These places are known as air mass source regions.
Source regions are places that have low wind speeds for days or weeks at a time. When wind speeds are low, air above the source region remains in place. When air remains in place, it can take on the features of the source region. For example, air that remains over a warm source region can increase in temperature as the air gains thermal energy from Earth's surface.
The map below shows wind speeds in Earth's lower atmosphere on March 1, 2017. Two areas, labeled A and B, are outlined on the map.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division",,"Source regions are places that have low wind speeds. Use the map to decide which outlined area has lower wind speeds.
On the map, low wind speeds are shown in white, and high wind speeds are shown in blue. Area A is mostly white, which means that wind speeds there were low. Area B is mostly blue, which means that wind speeds there were high. So, Area A was more likely to be an air mass source region.",closed choice,grade6,natural science,earth-science,Weather and climate,How do air masses form?
train_01905,images/train/train_01905.png,Which animal's skin is better adapted for protection against a predator with sharp teeth?,"[""fantastic leaf-tailed gecko"", ""nine-banded armadillo""]",2,1,"Ground pangolins are adapted to defend their bodies against a predator with sharp teeth. They have hard scales covering much of their skin. When frightened, the  can roll into a ball to protect the soft parts of its body.
Figure: ground pangolin.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the ground pangolin.
The ground pangolin has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth. The scales make it difficult for predators to hurt or kill the ground pangolin.
Now look at each animal. Figure out which animal has a similar adaptation.
The nine-banded armadillo has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.
The fantastic leaf-tailed gecko has thin skin covering its body. Its skin is not adapted for protection against predators with sharp teeth.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_05171,images/train/train_05171.png,Which of these continents does the prime meridian intersect?,"[""Australia"", ""Africa"", ""Asia""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Africa. It does not intersect Asia or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_07265,images/train/train_07265.png,Which of these continents does the prime meridian intersect?,"[""Australia"", ""Antarctica"", ""Asia""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect Australia or Asia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_02845,images/train/train_02845.png,Which is the main persuasive appeal used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason. It uses a graph to display factual information.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_07339,images/train/train_07339.png,"Is sand a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","Sand is a solid. A solid has a size and shape of its own. Sand is made of many small pieces of rocks and minerals, called grains.
Imagine putting many grains of sand into a bucket. The sand takes the shape of the bucket, as a liquid would. But be careful! Sand is not a liquid. Each grain of sand still has a size and shape of its own. So, sand is a solid.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_10661,images/train/train_10661.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""crown-of-thorns sea star"", ""gray tree frog""]",2,0,"Lionfish can release venom from the spines on their brightly colored bodies. The bright colors serve as a warning sign that the animal is venomous. The 's skin is adapted to ward off predators.
Figure: lionfish.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the lionfish.
The lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the lionfish is venomous.
Now look at each animal. Figure out which animal has a similar adaptation.
The crown-of-thorns sea star has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.
The gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_02009,images/train/train_02009.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""Spanish shawl nudibranch"", ""fantastic leaf-tailed gecko""]",2,0,"Sharpnose-puffers are poisonous animals with brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: sharpnose-puffer.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the sharpnose-puffer.
The sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the sharpnose-puffer is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.
The fantastic leaf-tailed gecko has reddish-brown skin. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_00381,images/train/train_00381.png,"Based on the arrows, which of the following organisms is an omnivore?","[""barren-ground caribou"", ""grizzly bear""]",2,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.
The grizzly bear has an arrow pointing to it from the bilberry, which is a producer. The grizzly bear also has an arrow pointing to it from the barren-ground caribou, which is a consumer. The grizzly bear eats a producer and a consumer, so it is an omnivore.
The barren-ground caribou has only one arrow pointing to it. This arrow starts from the lichen, which is a producer. So, the barren-ground caribou is a consumer but not an omnivore.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
train_09751,images/train/train_09751.png,"Is a ring a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","A ring is a solid. A solid has a size and shape of its own.
A ring keeps its shape, even when you take it off your finger.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_09958,images/train/train_09958.png,"As the string pulls on the kite, what is the direction of the opposing force?","[""toward Lexi"", ""away from Lexi""]",2,1,"The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
Lexi flies a kite on a windy day. She uses a string to hold on to the kite. Think about two of the forces that act on the kite:
The wind pushes away from Lexi.
The string pulls toward Lexi.","A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.","Find the direction the string pulls on the kite.
Lexi flies a kite on a windy day. She uses a string to hold on to the kite. Think about two of the forces that act on the kite:
The wind pushes away from Lexi.
The string pulls toward Lexi.
The text tells you that the string pulls toward Lexi. The opposite direction is away from Lexi. So, the direction of the opposing force is away from Lexi.",closed choice,grade3,natural science,physics,Force and motion,How do balanced and unbalanced forces affect motion?
train_12513,images/train/train_12513.png,"As the wind pushes on the kite, what is the direction of the opposing force?","[""away from Lexi"", ""toward Lexi""]",2,1,"The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
Lexi flies a kite on a windy day. She uses a string to hold on to the kite. Think about two of the forces that act on the kite:
The wind pushes away from Lexi.
The string pulls toward Lexi.","A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.","Find the direction the wind pushes on the kite.
Lexi flies a kite on a windy day. She uses a string to hold on to the kite. Think about two of the forces that act on the kite:
The wind pushes away from Lexi.
The string pulls toward Lexi.
The text tells you that the wind pushes away from Lexi. The opposite direction is toward Lexi. So, the direction of the opposing force is toward Lexi.",closed choice,grade3,natural science,physics,Force and motion,How do balanced and unbalanced forces affect motion?
train_10508,images/train/train_10508.png,Which better describes the Tibetan Plateau ecosystem?,"[""It has short, cold summers. It also has mostly small plants."", ""It has long, cold winters. It also has many evergreen trees.""]",2,0,"Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the Tibetan Plateau has short, cold summers. It also has mostly small plants.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_04223,images/train/train_04223.png,Which is the main persuasive appeal used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,2,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion. It triggers a fear of being socially rejected.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_12341,images/train/train_12341.png,Which statement describes the Catoctin Mountain Park ecosystem?,"[""It has only a few types of trees."", ""It has soil that is poor in nutrients.""]",2,0,"Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland. Most of this forest was cut down for its wood in the early 1900s. But since the 1940s, conservation efforts have allowed the forest to return to much of this park.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Catoctin Mountain Park ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has only a few types of trees. It has warm, wet summers and cold, wet winters. The following statement does not describe Catoctin Mountain Park: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_09293,images/train/train_09293.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""impala"", ""crown-of-thorns sea star""]",2,1,"Blue poison dart frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: blue poison dart frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the blue poison dart frog.
The blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the blue poison dart frog is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The crown-of-thorns sea star has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.
The impala has yellow-brown fur. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_05777,images/train/train_05777.png,Which i in row A?,"[""the park"", ""the library"", ""the grocery store"", ""the restaurant""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The grocery store is in row A.,closed choice,grade2,social science,geography,Geography,Use a letter-number grid
train_06768,images/train/train_06768.png,Which i in column 1?,"[""the library"", ""the restaurant"", ""the grocery store"", ""the park""]",4,1,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The restaurant is in column 1.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_07244,images/train/train_07244.png,Which i in column 2?,"[""the restaurant"", ""the park"", ""the library"", ""the grocery store""]",4,2,,"A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers.",The library is in column 2.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
train_07723,images/train/train_07723.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""pathos (emotion)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character. It notes that the product is recommended by real people (online reviewers).",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_04431,images/train/train_04431.png,Which of these continents does the equator intersect?,"[""Europe"", ""North America"", ""South America""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects South America. It does not intersect North America or Europe.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_07264,images/train/train_07264.png,Which of these continents does the equator intersect?,"[""South America"", ""North America"", ""Australia""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects South America. It does not intersect North America or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_00483,images/train/train_00483.png,Which of these continents does the equator intersect?,"[""North America"", ""South America"", ""Antarctica""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects South America. It does not intersect Antarctica or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_10255,images/train/train_10255.png,Which of these continents does the equator intersect?,"[""South America"", ""Australia"", ""North America""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects South America. It does not intersect North America or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_05043,images/train/train_05043.png,Which statement is supported by these pictures?,"[""The sponge brittle star has red skin, and so did Paleocoma."", ""The sponge brittle star has five arms, and so did Paleocoma.""]",2,1,"Look at the two pictures below. The sponge brittle star is a modern organism, and Paleocoma is an extinct one. The sponge brittle star has many of the traits that Paleocoma had.","Fossils are the remains of organisms that lived long ago. Scientists look at fossils to learn about the traits of ancient organisms. Often, scientists compare fossils to modern organisms.
Some ancient organisms had many traits in common with modern organisms. Other ancient organisms were very different from any organisms alive today. The similarities and differences provide clues about how ancient organisms moved, what they ate, and what type of environment they lived in.
Be careful when observing a fossil's traits!
As an organism turns into a fossil, many parts of its body break down. Soft parts, such as skin, often break down quickly. Hard parts, such as bone, are usually preserved. So, a fossil does not show all of an organism's traits.","The sponge brittle star has five arms and red skin.
This fossil shows the remains of five arms. So, Paleocoma had five arms.
The fossil does not preserve the color of the animal's skin. So, you cannot tell from the fossil whether Paleocoma had red skin.
Choice ""The sponge brittle star has red skin, and so did Paleocoma."" is incorrect.
This statement is not supported by the pictures. You cannot tell the color of Paleocoma's skin from its fossil.
Choice ""The sponge brittle star has five arms, and so did Paleocoma."" is incorrect.
This statement is supported by the pictures. You can see that the sponge brittle star has five arms. From Paleocoma's fossil, you can tell that it also had five arms.",closed choice,grade4,natural science,earth-science,Fossils,Compare ancient and modern organisms: use observations to support a hypothesis
train_03116,images/train/train_03116.png,"Is a stuffed tiger a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","A stuffed tiger is a solid. A solid has a size and shape of its own.
When you hold a stuffed tiger in your hands, the stuffed tiger still has a size and shape of its own.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_12431,images/train/train_12431.png,Which statement describes the Białowieża Forest ecosystem?,"[""It has soil that is poor in nutrients."", ""It has soil that is rich in nutrients.""]",2,1,"Figure: Białowieża Forest.
The Białowieża Forest is a temperate deciduous forest ecosystem located in Poland and Belarus. It is one of the largest and oldest forests in Europe.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Białowieża Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has only a few types of trees. It has soil that is rich in nutrients. The following statement does not describe the Białowieża Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_01246,images/train/train_01246.png,"Complete the sentence.
Arctic foxes use their tails to ().","[""hide food"", ""keep warm"", ""move around""]",3,1,"Read the first part of the passage about arctic foxes.
Arctic foxes live in very cold places. Their fur coats keep them warm.
Their tails help keep them warm, too. These foxes have big, bushy tails. They put their tails around their bodies when they go to sleep.",,The passage says the foxes put their tails around their bodies when they go to sleep. It also says the tails help keep them warm.,closed choice,grade1,language science,reading-comprehension,Read-alone texts,Read passages about animals
train_02058,images/train/train_02058.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""blue poison dart frog"", ""gray tree frog""]",2,0,"Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the fire salamander.
The fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators.
The gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_07765,images/train/train_07765.png,Select the time the lunchroom is most likely to flood.,"[""when a large amount of snow melts quickly"", ""during a drought, when there is not much rain""]",2,0,"Imagine a school is facing a problem caused by flooding.
The lunchroom at Sunset Elementary School floods each year. When there is more than one inch of water on the ground outside, water flows under the doors and into the building. Dr. Rogers, the principal, wants to find a way to protect the lunchroom from flooding.",,,closed choice,grade4,natural science,literacy-in-science,Engineering practices,Evaluate multiple design solutions to prevent flooding
train_11091,images/train/train_11091.png,Select the time the lunchroom is most likely to flood.,"[""when a river next to the school overflows"", ""during a drought, when there is not much rain""]",2,0,"Imagine a school is facing a problem caused by flooding.
The lunchroom at Sunset Elementary School floods each year. When there is more than one inch of water on the ground outside, water flows under the doors and into the building. Dr. Rogers, the principal, wants to find a way to protect the lunchroom from flooding.",,,closed choice,grade4,natural science,literacy-in-science,Engineering practices,Evaluate multiple design solutions to prevent flooding
train_01446,images/train/train_01446.png,"Is the following statement about our solar system true or false?
Jupiter's volume is more than 1,000 times that of Earth.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_06990,images/train/train_06990.png,"Is the following statement about our solar system true or false?
Neptune's volume is more than 100 times as large as Earth's.","[""false"", ""true""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of 100 times the volume of Earth.
Then compare the result to the volume of Neptune. The volume of Neptune is 6.25 x 10^13 km^3, which is less than 1.08 x 10^14 km^3. So, Neptune's volume is less than 100 times as large as Earth's.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_07781,images/train/train_07781.png,"Is the following statement about our solar system true or false?
Jupiter's volume is more than 1,000 times that of Earth.","[""false"", ""true""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_11580,images/train/train_11580.png,"Is the following statement about our solar system true or false?
Jupiter's volume is more than 1,000 times that of Earth.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_01781,images/train/train_01781.png,"Is the following statement about our solar system true or false?
Jupiter's volume is more than 1,000 times that of Earth.","[""false"", ""true""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_07761,images/train/train_07761.png,"Is the following statement about our solar system true or false?
Jupiter's volume is more than 1,000 times that of Earth.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_05060,images/train/train_05060.png,"Is the following statement about our solar system true or false?
Neptune's volume is more than 100 times as large as Earth's.","[""true"", ""false""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
","To determine if this statement is true, calculate the value of 100 times the volume of Earth.
Then compare the result to the volume of Neptune. The volume of Neptune is 6.25 x 10^13 km^3, which is less than 1.08 x 10^14 km^3. So, Neptune's volume is less than 100 times as large as Earth's.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_08741,images/train/train_08741.png,Which statement is supported by these pictures?,"[""The groundhog has toes, and so did Marmota primigenia."", ""The groundhog has a mostly tan body, but Marmota primigenia did not.""]",2,0,"Look at the two pictures below. The groundhog is a modern organism, and Marmota primigenia is an extinct one. The groundhog has many of the traits that Marmota primigenia had.","Fossils are the remains of organisms that lived long ago. Scientists look at fossils to learn about the traits of ancient organisms. Often, scientists compare fossils to modern organisms.
Some ancient organisms had many traits in common with modern organisms. Other ancient organisms were very different from any organisms alive today. The similarities and differences provide clues about how ancient organisms moved, what they ate, and what type of environment they lived in.
Be careful when observing a fossil's traits!
As an organism turns into a fossil, many parts of its body break down. Soft parts, such as skin, often break down quickly. Hard parts, such as bone, are usually preserved. So, a fossil does not show all of an organism's traits.","The groundhog has toes and a mostly tan body.
This fossil of Marmota primigenia shows the bones of its toes. So, Marmota primigenia had toes.
This fossil does not preserve the remains of skin or fur. So, you cannot tell from the fossil whether Marmota primigenia had a mostly tan body.
Choice ""The groundhog has a mostly tan body, but Marmota primigenia did not."" is incorrect.
This statement is not supported by the pictures. You cannot tell the color of Marmota primigenia's body from its fossil.
Choice ""The groundhog has toes, and so did Marmota primigenia."" is incorrect.
This statement is supported by the pictures. You can see that the groundhog has toes. From Marmota primigenia's fossil, you can tell that it also had toes.",closed choice,grade4,natural science,earth-science,Fossils,Compare ancient and modern organisms: use observations to support a hypothesis
train_01364,images/train/train_01364.png,Which rhetorical appeal is primarily used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion, by associating the product with feelings of ease and freedom from embarrassment.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_08805,images/train/train_08805.png,"Use the timeline to complete the following sentence.
The year () was before 100 CE.","[""200 CE"", ""300 BCE"", ""500 CE""]",3,1,"Timelines are used to show when events happened. Timelines go from left to right. Events on the left happened earlier than events on the right.
On some timelines, dates are divided into two categories based on their relation to the year 1 CE.
Dates that occurred before 1 CE are labeled BCE, or Before the Common Era. BCE dates count backward from 1 CE, so larger BCE dates happened longer ago.
Dates that occurred in 1 CE or later are labeled CE, or Common Era. CE dates count forward from 1 CE, so larger CE dates happened more recently.
Look at the following timeline. Then complete the sentence below.","Timelines are used to show when events happened. Timelines go from left to right. Events on the left happened earlier than events on the right.
On some timelines, dates are divided into two categories:
Dates that occurred before the year 1 CE are labeled BCE, or Before the Common Era. These dates are sometimes labeled BC, or Before Christ.
Dates that occurred in the year 1 CE or later are labeled CE, or Common Era. These dates are sometimes labeled AD, or Anno Domini, which means ""in the year of the Lord.""","Find the year 100 CE on the timeline.
Now look for the choice that is to the left of the year 100 CE. The year 300 BCE is to the left of the year 100 CE on the timeline. That means that 300 BCE was before 100 CE.",closed choice,grade4,social science,world-history,Social studies skills,Reading and creating timelines with BCE and CE
train_10468,images/train/train_10468.png,Which statement best describes the average monthly precipitation in Atlanta?,"[""Precipitation does not change much from month to month in Atlanta."", ""Atlanta has a rainy season and a dry season."", ""October has the highest average precipitation.""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Atlanta, look at the graph.
Choice ""Oct"" is incorrect.
Choice ""October has the highest average precipitation."" is incorrect.
Most other months have a slightly higher average precipitation than October.
Choice ""Precipitation does not change much from month to month in Atlanta."" is incorrect.
The average monthly precipitation changes only slightly throughout the year.
Choice ""Atlanta has a rainy season and a dry season."" is incorrect.
The average monthly precipitation does not change much throughout the year. Every month has rain, and there is no dry season.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_12536,images/train/train_12536.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""opalescent nudibranch"", ""fantastic leaf-tailed gecko""]",2,0,"Sharpnose-puffers are poisonous animals with brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: sharpnose-puffer.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the sharpnose-puffer.
The sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the sharpnose-puffer is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.
The fantastic leaf-tailed gecko has reddish-brown skin. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_03675,images/train/train_03675.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""sharpnose-puffer"", ""gray tree frog""]",2,0,"Crown-of-thorns sea stars can release venom from the spines on their brightly colored bodies. The bright colors serve as a warning sign that the animal is venomous. The skin of the  is adapted to ward off predators.
Figure: crown-of-thorns sea star.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the crown-of-thorns sea star.
The crown-of-thorns sea star has venomous spines and brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the crown-of-thorns sea star is venomous.
Now look at each animal. Figure out which animal has a similar adaptation.
The sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
The gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_02690,images/train/train_02690.png,Which of these continents does the equator intersect?,"[""Australia"", ""Antarctica"", ""South America""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects South America. It does not intersect Antarctica or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_03469,images/train/train_03469.png,Which of these continents does the equator intersect?,"[""South America"", ""Australia"", ""Europe""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects South America. It does not intersect Europe or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_11336,images/train/train_11336.png,Which of these continents does the equator intersect?,"[""North America"", ""Asia"", ""Australia""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect North America or Australia.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_11884,images/train/train_11884.png,Which of these continents does the equator intersect?,"[""Asia"", ""Antarctica"", ""North America""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect Antarctica or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_00950,images/train/train_00950.png,Which of these continents does the equator intersect?,"[""Europe"", ""Asia"", ""North America""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect North America or Europe.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_05893,images/train/train_05893.png,Which of these continents does the equator intersect?,"[""Antarctica"", ""North America"", ""Africa""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect North America or Antarctica.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_11043,images/train/train_11043.png,Which of these continents does the equator intersect?,"[""North America"", ""Africa"", ""Antarctica""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect North America or Antarctica.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_05018,images/train/train_05018.png,Which of these continents does the equator intersect?,"[""Australia"", ""Asia"", ""North America""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect Australia or North America.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_11735,images/train/train_11735.png,Which of these continents does the equator intersect?,"[""Europe"", ""Antarctica"", ""South America""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects South America. It does not intersect Europe or Antarctica.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_01939,images/train/train_01939.png,Which of these continents does the equator intersect?,"[""Africa"", ""North America"", ""Antarctica""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect North America or Antarctica.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_10605,images/train/train_10605.png,Which of these continents does the equator intersect?,"[""Australia"", ""Asia"", ""North America""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect North America or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_06196,images/train/train_06196.png,Which of these continents does the equator intersect?,"[""Australia"", ""Africa"", ""North America""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect Australia or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_10467,images/train/train_10467.png,Which of these continents does the equator intersect?,"[""Antarctica"", ""Europe"", ""South America""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects South America. It does not intersect Antarctica or Europe.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_12680,images/train/train_12680.png,Which of these continents does the equator intersect?,"[""North America"", ""Africa"", ""Antarctica""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect Antarctica or North America.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_00482,images/train/train_00482.png,Which of these continents does the equator intersect?,"[""Australia"", ""North America"", ""Africa""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect Australia or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_02868,images/train/train_02868.png,Which air temperature was measured within the outlined area shown?,"[""23\u00b0C"", ""12\u00b0C"", ""-23\u00b0C""]",3,2,"The map below shows air temperatures in the lower atmosphere on April 15, 2017. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
10°C.
-23°C is within this range.
12°C and 23°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_09681,images/train/train_09681.png,Which air temperature was measured within the outlined area shown?,"[""-18\u00b0C"", ""12\u00b0C"", ""5\u00b0C""]",3,0,"The map below shows air temperatures in the lower atmosphere on April 15, 2017. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
10°C.
-18°C is within this range.
5°C and 12°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_11749,images/train/train_11749.png,Which air temperature was measured within the outlined area shown?,"[""23\u00b0C"", ""5\u00b0C"", ""-12\u00b0C""]",3,2,"The map below shows air temperatures in the lower atmosphere on April 15, 2017. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
10°C.
-12°C is within this range.
5°C and 23°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_11725,images/train/train_11725.png,"Based on the arrows, which of the following organisms is a producer?","[""bear sedge"", ""grizzly bear""]",2,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The bear sedge does not have any arrows pointing to it. So, the bear sedge is a producer.
The grizzly bear has arrows pointing to it from the barren-ground caribou and the bilberry. So, the grizzly bear is a consumer, not a producer.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
train_05538,images/train/train_05538.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""logos (reason)"", ""ethos (character)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to pathos, or emotion. It links the product to freedom from embarrassment.",closed choice,grade8,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_10188,images/train/train_10188.png,"Is wet paint a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","Wet paint is a liquid. A liquid takes the shape of any container it is in.
If you pour wet paint out of a can, the paint will change shape. But the wet paint will still take up the same amount of space.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_00264,images/train/train_00264.png,Which air temperature was measured within the outlined area shown?,"[""3\u00b0C"", ""-17\u00b0C"", ""-4\u00b0C""]",3,1,"The map below shows air temperatures in the lower atmosphere on April 19, 2016. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
15°C.
-17°C is within this range.
-4°C and 3°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_08107,images/train/train_08107.png,Which air temperature was measured within the outlined area shown?,"[""0\u00b0C"", ""-20\u00b0C"", ""3\u00b0C""]",3,1,"The map below shows air temperatures in the lower atmosphere on April 19, 2016. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
15°C.
-20°C is within this range.
0°C and 3°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_03324,images/train/train_03324.png,Which statement is true about the average monthly precipitation in Nairobi?,"[""More precipitation falls in September than in November."", ""More precipitation falls in April than in August."", ""February is the wettest month of the year.""]",3,1,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Nairobi, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Apr"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""Sep"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""More precipitation falls in April than in August."" is incorrect.
April has a higher average monthly precipitation than August.
Choice ""February is the wettest month of the year."" is incorrect.
The wettest month is the one with the highest average monthly precipitation. April, not February, has the highest average precipitation.
Choice ""More precipitation falls in September than in November."" is incorrect.
November has a higher average precipitation than September.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_06268,images/train/train_06268.png,Which trait did Glyptodon have? Select the trait you can observe on the fossil.,"[""long flippers"", ""toes""]",2,1,"This picture shows the fossil of an ancient animal called Glyptodon. Glyptodon lived over 10,000,000 years ago.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_01946,images/train/train_01946.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,1,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to ethos, or character. It includes a recommendation from someone famous or admired (actress).",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_09510,images/train/train_09510.png,"Are water droplets a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","Water droplets are a liquid. A liquid takes the shape of any container it is in.
If you collect water droplets in a bucket, they will take the shape of the bucket. But the water droplets will still take up the same amount of space.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_10818,images/train/train_10818.png,Look at the picture. Which word best describes how this honey tastes?,"[""sweet"", ""bitter"", ""minty""]",3,0,,"When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
","Look at the picture.
The word sweet describes how this honey tastes.
Bitter and minty can also describe how something tastes. But they do not describe this honey.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
train_02370,images/train/train_02370.png,Which animal's skin is better adapted for protection against a predator with sharp teeth?,"[""ground pangolin"", ""collared dove""]",2,0,"Southern three-banded armadillos are adapted to defend their bodies against a predator with sharp teeth. They have hard scales covering much of their skin. When frightened, the  can roll into a ball to protect the soft parts of its body.
Figure: southern three-banded armadillo.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the southern three-banded armadillo.
The southern three-banded armadillo has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth. The scales make it difficult for predators to hurt or kill the southern three-banded armadillo.
Now look at each animal. Figure out which animal has a similar adaptation.
The ground pangolin has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.
The collared dove has soft feathers covering its skin. Its skin is not adapted for protection against predators with sharp teeth.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_08527,images/train/train_08527.png,Which statement describes the Cape Breton Highlands National Park ecosystem?,"[""It has soil that is frozen year-round."", ""It has many evergreen trees.""]",2,1,"Figure: Cape Breton Highlands National Park.
Cape Breton Highlands National Park is a taiga ecosystem in eastern Canada. It is mostly covered with taiga forests that are home to moose, bears, bald eagles, and other organisms.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Cape Breton Highlands National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. It has many evergreen trees. The following statement does not describe Cape Breton Highlands National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is frozen year-round.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_11207,images/train/train_11207.png,Which statement is true about the average monthly precipitation in Charlotte?,"[""June is wetter than July."", ""Charlotte has a rainy season and a dry season."", ""Precipitation does not change much from month to month.""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Charlotte, look at the graph.
Choice ""Jun"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""June is wetter than July."" is incorrect.
Wetter months have a higher average precipitation than drier months. June and July have the same average monthly precipitation. So, June is not wetter than July.
Choice ""Charlotte has a rainy season and a dry season."" is incorrect.
The average monthly precipitation does not change much throughout the year. Every month has some rain, and there is no dry season. So, Charlotte does not have a rainy season and a dry season.
Choice ""Precipitation does not change much from month to month."" is incorrect.
The average monthly precipitation changes only slightly throughout the year.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_08989,images/train/train_08989.png,"Is a plate a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","A plate is a solid. If someone drops a plate, it may break into pieces. But each piece will still have a size and shape of its own.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_07127,images/train/train_07127.png,"Is molasses a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Molasses is a liquid. A liquid takes the shape of any container it is in.
If you pour molasses into a container, the molasses will take the shape of that container. But the molasses will still take up the same amount of space.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_12099,images/train/train_12099.png,Which statement best describes the average monthly precipitation in New Orleans?,"[""October is the wettest month."", ""The wettest months of the year are June, July, and August."", ""February is wetter than June.""]",3,1,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in New Orleans, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""October is the wettest month."" is incorrect.
Every other month has a higher average precipitation than October. So, October is the driest, not the wettest, month.
Choice ""February is wetter than June."" is incorrect.
February has a lower average precipitation than June. So, February is drier, not wetter, than June.
Choice ""The wettest months of the year are June, July, and August."" is incorrect.
On average, more precipitation falls during June, July, and August than during other months of the year. So, June, July, and August are the wettest months.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_00206,images/train/train_00206.png,Which better describes the Tibetan Plateau ecosystem?,"[""It has warm summers. It also has cool winters."", ""It has long, cold winters. It also has mostly small plants.""]",2,1,"Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the Tibetan Plateau has long, cold winters. It also has mostly small plants.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
train_10923,images/train/train_10923.png,Which statement describes the Tallgrass Prairie National Preserve ecosystem?,"[""It has hot summers and cool winters."", ""It has soil that is poor in nutrients.""]",2,0,"Figure: Tallgrass Prairie National Preserve.
Tallgrass Prairie National Preserve is a prairie grassland ecosystem in eastern Kansas. The preserve is named for its grass, which can grow over five feet tall. This type of grass once covered large parts of North America, but it is now rare. Most of the tallgrass in North America was destroyed to create farmland.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statements describe the Tallgrass Prairie National Preserve ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has a medium amount of rain. It has hot summers and cool winters. The following statement does not describe Tallgrass Prairie National Preserve: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has soil that is poor in nutrients.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_11429,images/train/train_11429.png,Which of these continents does the equator intersect?,"[""Antarctica"", ""Australia"", ""Africa""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect Antarctica or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_05870,images/train/train_05870.png,Which of these continents does the equator intersect?,"[""Europe"", ""Asia"", ""Antarctica""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect Antarctica or Europe.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_04858,images/train/train_04858.png,Which of these continents does the equator intersect?,"[""Antarctica"", ""Europe"", ""Asia""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect Antarctica or Europe.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_12540,images/train/train_12540.png,Which of these continents does the equator intersect?,"[""Europe"", ""Africa"", ""Antarctica""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect Europe or Antarctica.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_04944,images/train/train_04944.png,Which of these continents does the equator intersect?,"[""Africa"", ""Australia"", ""Europe""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect Europe or Australia.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_03666,images/train/train_03666.png,Which of these continents does the equator intersect?,"[""Asia"", ""Australia"", ""Europe""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect Australia or Europe.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_09220,images/train/train_09220.png,Which of these continents does the equator intersect?,"[""Australia"", ""Europe"", ""Asia""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect Europe or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_07771,images/train/train_07771.png,Which of these continents does the equator intersect?,"[""Australia"", ""Africa"", ""Antarctica""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect Antarctica or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_09093,images/train/train_09093.png,Which of these continents does the equator intersect?,"[""Asia"", ""Australia"", ""Antarctica""]",3,0,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect Australia or Antarctica.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
train_04846,images/train/train_04846.png,Which of these continents does the equator intersect?,"[""Antarctica"", ""Asia"", ""Australia""]",3,1,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Asia. It does not intersect Australia or Antarctica.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_05983,images/train/train_05983.png,Which of these continents does the equator intersect?,"[""Europe"", ""Australia"", ""Africa""]",3,2,,"Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.",The equator is the line at 0° latitude. It intersects Africa. It does not intersect Europe or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
train_07533,images/train/train_07533.png,"Is wet glue a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Wet glue is a liquid. A liquid takes the shape of any container it is in.
If you pour wet glue out of a bottle, the glue will change shape. But the wet glue will still take up the same amount of space.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_04273,images/train/train_04273.png,"Based on the table, in which story does the main character travel through time by accident?","[""in both The Time Machine and A Connecticut Yankee in King Arthur's Court"", ""only in A Connecticut Yankee in King Arthur's Court""]",2,1,This table compares three stories about time travel.,"A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.","In a table, each cell gives information related to its row and column. This table compares three stories about time travel.
Look in the Plot column to find the story about a character who travels through time accidentally. Follow that row left to see what's in the Story column. A Connecticut Yankee in King Arthur's Court is in the Story column for a plot where the main character travels through time by accident. The Time Machine does not have a plot where the character travels through time accidentally. So, the main character travels through time by accident only in A Connecticut Yankee in King Arthur's Court.",closed choice,grade6,language science,writing-strategies,Visual elements,Read graphic organizers
train_07332,images/train/train_07332.png,What evidence of a wildfire does this picture show?,"[""There is fire and smoke."", ""The grass is mostly green.""]",2,0,This picture was taken during a wildfire. A wildfire happens when a natural area catches fire and burns.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",,closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
train_02229,images/train/train_02229.png,Which animal's body is better adapted for protection against a predator with sharp teeth?,"[""ring-necked pheasant"", ""queen scallop""]",2,1,"Painted turtles are adapted to protect themselves from a predator with sharp teeth. They have hard outer shells covering their bodies. A  can pull its head and legs into its shell when attacked.
Figure: painted turtle.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the painted turtle.
The painted turtle has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the painted turtle.
Now look at each animal. Figure out which animal has a similar adaptation.
The queen scallop has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.
The ring-necked pheasant has soft feathers covering its skin. Its body is not adapted for protection against predators with sharp teeth.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_04747,images/train/train_04747.png,Which air temperature was measured within the outlined area shown?,"[""-17\u00b0C"", ""-1\u00b0C"", ""-4\u00b0C""]",3,0,"The map below shows air temperatures in the lower atmosphere on October 28, 2016. The outlined area shows an air mass that influenced weather in Asia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
10°C.
-17°C is within this range.
-4°C and -1°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_09019,images/train/train_09019.png,Which air temperature was measured within the outlined area shown?,"[""-13\u00b0C"", ""-1\u00b0C"", ""-4\u00b0C""]",3,0,"The map below shows air temperatures in the lower atmosphere on October 28, 2016. The outlined area shows an air mass that influenced weather in Asia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
10°C.
-13°C is within this range.
-4°C and -1°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_10125,images/train/train_10125.png,"As the wind pushes on the umbrella, what is the direction of the opposing force?","[""away from Ivan"", ""toward Ivan""]",2,1,"The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
Ivan uses his umbrella on a windy day. Think about two of the forces that act on the umbrella:
Ivan pulls toward himself.
The wind pushes away from Ivan.","A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.","Find the direction the wind pushes on the umbrella.
Ivan uses his umbrella on a windy day. Think about two of the forces that act on the umbrella:
Ivan pulls toward himself.
The wind pushes away from Ivan.
The text tells you that the wind pushes away from Ivan. The opposite direction is toward Ivan. So, the direction of the opposing force is toward Ivan.",closed choice,grade3,natural science,physics,Force and motion,How do balanced and unbalanced forces affect motion?
train_09811,images/train/train_09811.png,"Which animal's feet are also adapted for walking on large, floating leaves?","[""European river otter"", ""comb-crested jacana""]",2,1,"s live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.
The feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.
Figure: African jacana.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the African jacana.
The African jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.
Now look at each animal. Figure out which animal has a similar adaptation.
The comb-crested jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.
The European river otter has webbed feet. Its feet are not adapted for walking on floating leaves. The European river otter uses its feet to swim.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_04965,images/train/train_04965.png,"As Coco pulls on the toy, what is the direction of the opposing force?","[""toward Coco"", ""away from Coco""]",2,1,"The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
Two dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:
Coco pulls toward herself.
Rusty pulls away from Coco.","A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.","Find the direction Coco pulls on the toy.
Two dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:
Coco pulls toward herself.
Rusty pulls away from Coco.
The text tells you that Coco pulls toward herself. The opposite direction is away from Coco. So, the direction of the opposing force is away from Coco.",closed choice,grade3,natural science,physics,Force and motion,How do balanced and unbalanced forces affect motion?
train_04638,images/train/train_04638.png,"Based on the arrows, which of the following organisms is a consumer?","[""collared lemming"", ""bilberry""]",2,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.
The collared lemming has arrows pointing to it from the bear sedge and the lichen. So, the collared lemming is a consumer.
The bilberry does not have any arrows pointing to it. So, the bilberry is a producer, not a consumer.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
train_10054,images/train/train_10054.png,"Based on the arrows, which of the following organisms is a consumer?","[""Arctic fox"", ""lichen""]",2,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.
The lichen does not have any arrows pointing to it. So, the lichen is a producer, not a consumer.
The Arctic fox has arrows pointing to it from the bilberry and the collared lemming. So, the Arctic fox is a consumer.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
train_12528,images/train/train_12528.png,"Complete the sentence.
The word ""antebellum"" means ().","[""after the long peace"", ""before the feast"", ""after the election"", ""before the war""]",4,3,"The time period in United States history between 1820 and 1861 is often called the antebellum period. During the antebellum period, the North and South became more divided. In the following questions, you learn more about the changes that happened during the antebellum period.
The following table shows other words that use the Latin root words ante and bellum. Look at the table. Then complete the text below.",,"Look at the underlined parts of the table.
All the words that use the root ""ante"" mean to come before something else. So, the root ante means ""before.""
All the words that use the root ""bellum"" mean to fight or cause war.So, the root bellum means ""war.""
So, the word ""antebellum"" means ""before the war."" The antebellum period is named for the war that followed it: the Civil War.",closed choice,grade8,social science,us-history,The Antebellum period,Causes of the Civil War: Missouri Compromise to Bleeding Kansas
train_04458,images/train/train_04458.png,"Complete the sentence.
The word ""antebellum"" means ().","[""before the feast"", ""after the long peace"", ""after the election"", ""before the war""]",4,3,"The time period in United States history between 1820 and 1861 is often called the antebellum period. During the antebellum period, the North and South became more divided. In the following questions, you learn more about the changes that happened during the antebellum period.
The following table shows other words that use the Latin root words ante and bellum. Look at the table. Then complete the text below.",,"Look at the underlined parts of the table.
All the words that use the root ""ante"" mean to come before something else. So, the root ante means ""before.""
All the words that use the root ""bellum"" mean to fight or cause war.So, the root bellum means ""war.""
So, the word ""antebellum"" means ""before the war."" The antebellum period is named for the war that followed it: the Civil War.",closed choice,grade8,social science,us-history,The Antebellum period,Causes of the Civil War: Missouri Compromise to Bleeding Kansas
train_05167,images/train/train_05167.png,"Complete the sentence.
The word ""antebellum"" means ().","[""before the war"", ""after the long peace"", ""before the feast"", ""after the election""]",4,0,"The time period in United States history between 1820 and 1861 is often called the antebellum period. During the antebellum period, the North and South became more divided. In the following questions, you learn more about the changes that happened during the antebellum period.
The following table shows other words that use the Latin root words ante and bellum. Look at the table. Then complete the text below.",,"Look at the underlined parts of the table.
All the words that use the root ""ante"" mean to come before something else. So, the root ante means ""before.""
All the words that use the root ""bellum"" mean to fight or cause war.So, the root bellum means ""war.""
So, the word ""antebellum"" means ""before the war."" The antebellum period is named for the war that followed it: the Civil War.",closed choice,grade8,social science,us-history,The Antebellum period,Causes of the Civil War: Missouri Compromise to Bleeding Kansas
train_04483,images/train/train_04483.png,"Complete the sentence.
The word ""antebellum"" means ().","[""before the war"", ""before the feast"", ""after the long peace"", ""after the election""]",4,0,"The time period in United States history between 1820 and 1861 is often called the antebellum period. During the antebellum period, the North and South became more divided. In the following questions, you learn more about the changes that happened during the antebellum period.
The following table shows other words that use the Latin root words ante and bellum. Look at the table. Then complete the text below.",,"Look at the underlined parts of the table.
All the words that use the root ""ante"" mean to come before something else. So, the root ante means ""before.""
All the words that use the root ""bellum"" mean to fight or cause war.So, the root bellum means ""war.""
So, the word ""antebellum"" means ""before the war."" The antebellum period is named for the war that followed it: the Civil War.",closed choice,grade8,social science,us-history,The Antebellum period,Causes of the Civil War: Missouri Compromise to Bleeding Kansas
train_07742,images/train/train_07742.png,"Complete the sentence.
The word ""antebellum"" means ().","[""after the election"", ""after the long peace"", ""before the war"", ""before the feast""]",4,2,"The time period in United States history between 1820 and 1861 is often called the antebellum period. During the antebellum period, the North and South became more divided. In the following questions, you learn more about the changes that happened during the antebellum period.
The following table shows other words that use the Latin root words ante and bellum. Look at the table. Then complete the text below.",,"Look at the underlined parts of the table.
All the words that use the root ""ante"" mean to come before something else. So, the root ante means ""before.""
All the words that use the root ""bellum"" mean to fight or cause war.So, the root bellum means ""war.""
So, the word ""antebellum"" means ""before the war."" The antebellum period is named for the war that followed it: the Civil War.",closed choice,grade8,social science,us-history,The Antebellum period,Causes of the Civil War: Missouri Compromise to Bleeding Kansas
train_01834,images/train/train_01834.png,Which air temperature was measured within the outlined area shown?,"[""5\u00b0C"", ""27\u00b0C"", ""14\u00b0C""]",3,1,"The map below shows air temperatures in the lower atmosphere on October 1, 2015. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 25°C and 35°C.
27°C is within this range.
5°C and 14°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_06104,images/train/train_06104.png,Which air temperature was measured within the outlined area shown?,"[""5\u00b0C"", ""-10\u00b0C"", ""0\u00b0C""]",3,1,"The map below shows air temperatures in the lower atmosphere on March 19, 2017. The outlined area shows an air mass that influenced weather in Asia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
5°C.
-10°C is within this range.
0°C and 5°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_06540,images/train/train_06540.png,Which air temperature was measured within the outlined area shown?,"[""-12\u00b0C"", ""0\u00b0C"", ""5\u00b0C""]",3,0,"The map below shows air temperatures in the lower atmosphere on March 19, 2017. The outlined area shows an air mass that influenced weather in Asia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
5°C.
-12°C is within this range.
0°C and 5°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_03430,images/train/train_03430.png,Which animal's skin is better adapted for protection against a predator with sharp teeth?,"[""kingsnake"", ""southern three-banded armadillo""]",2,1,"Giant pangolins are adapted to defend their bodies against a predator with sharp teeth. They have hard scales covering much of their skin. When frightened, the  can roll into a ball to protect the soft parts of its body.
Figure: giant pangolin.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the giant pangolin.
The giant pangolin has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth. The scales make it difficult for predators to hurt or kill the giant pangolin.
Now look at each animal. Figure out which animal has a similar adaptation.
The southern three-banded armadillo has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.
The kingsnake has soft scales covering its skin. Its skin is not adapted for protection against predators with sharp teeth.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_07079,images/train/train_07079.png,Which animal's skin is better adapted for protection against a predator with sharp teeth?,"[""armadillo lizard"", ""kingsnake""]",2,0,"Nine-banded armadillos are adapted to defend their bodies against a predator with sharp teeth. They have hard scales covering much of their skin. When frightened, the  can roll into a ball to protect the soft parts of its body.
Figure: nine-banded armadillo.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the nine-banded armadillo.
The nine-banded armadillo has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth. The scales make it difficult for predators to hurt or kill the nine-banded armadillo.
Now look at each animal. Figure out which animal has a similar adaptation.
The armadillo lizard has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.
The kingsnake has soft scales covering its skin. Its skin is not adapted for protection against predators with sharp teeth.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_03280,images/train/train_03280.png,"Based on the timeline, which statement is true?","[""The First Continental Congress met to place new taxes on the Thirteen Colonies."", ""No colonists were killed by British soldiers before the American Revolution."", ""The French and Indian War ended before the Stamp Act was passed.""]",3,2,"After the French and Indian War ended in 1763, the relationship between the Thirteen Colonies and Great Britain began to change.
The timeline below shows some of the events that took place before the Revolutionary War broke out in 1775. Look at the timeline. Then answer the question below.",,,closed choice,grade8,social science,us-history,The American Revolution,Causes of the American Revolution: politics and society
train_09148,images/train/train_09148.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""Spanish shawl nudibranch"", ""impala""]",2,0,"Blue poison dart frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: blue poison dart frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the blue poison dart frog.
The blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the blue poison dart frog is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.
The impala has yellow-brown fur. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_10625,images/train/train_10625.png,Which statement describes the Buffalo Gap National Grassland ecosystem?,"[""It has cold winters and cool summers."", ""It has hot summers and cool winters.""]",2,1,"Figure: Buffalo Gap National Grassland.
Buffalo Gap National Grassland is a prairie grassland ecosystem in southwestern South Dakota. It is home to the endangered black-footed ferret. This is the only kind of ferret that is native to North America.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statements describe the Buffalo Gap National Grassland ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has a medium amount of rain. It has hot summers and cool winters. The following statement does not describe Buffalo Gap National Grassland: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has cold winters and cool summers.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
train_08495,images/train/train_08495.png,Which statement is supported by these pictures?,"[""The American lobster has legs, but Homarus hakelensis did not."", ""The American lobster has claws, and so did Homarus hakelensis.""]",2,1,"Look at the two pictures below. The American lobster is a modern organism, and Homarus hakelensis is an extinct one. The American lobster has many of the traits that Homarus hakelensis had.","Fossils are the remains of organisms that lived long ago. Scientists look at fossils to learn about the traits of ancient organisms. Often, scientists compare fossils to modern organisms.
Some ancient organisms had many traits in common with modern organisms. Other ancient organisms were very different from any organisms alive today. The similarities and differences provide clues about how ancient organisms moved, what they ate, and what type of environment they lived in.
Be careful when observing a fossil's traits!
As an organism turns into a fossil, many parts of its body break down. Soft parts, such as skin, often break down quickly. Hard parts, such as bone, are usually preserved. So, a fossil does not show all of an organism's traits.","The American lobster has claws and legs.
This fossil shows the remains of claws and legs. So, Homarus hakelensis had both claws and legs.
Choice ""The American lobster has claws, and so did Homarus hakelensis."" is incorrect.
This statement is supported by the pictures. You can see that the American lobster has claws. From Homarus hakelensis's fossil, you can tell that it also had claws.
Choice ""The American lobster has legs, but Homarus hakelensis did not."" is incorrect.
This statement is not supported by the pictures. From Homarus hakelensis's fossil, you can tell that it had legs.",closed choice,grade4,natural science,earth-science,Fossils,Compare ancient and modern organisms: use observations to support a hypothesis
train_01272,images/train/train_01272.png,What are rays?,"[""Rays are birds that swim in the water."", ""Rays are fish that do not have fins."", ""Rays are fish that are shaped like kites.""]",3,2,"Read the first part of the passage about rays.
Rays are a kind of fish. But they do not look like other fish. Most rays are shaped like big, flat kites.
Rays have great big fins that look like wings. The fins help rays swim. Rays look like birds flying in the water.",,"The passage says that rays are a kind of fish. It also says most rays are shaped like big, flat kites. So, rays are fish that are shaped like kites.",closed choice,grade1,language science,reading-comprehension,Read-alone texts,Read passages about animals
train_02672,images/train/train_02672.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""fire salamander"", ""gray tree frog""]",2,0,"Strawberry poison frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: strawberry poison frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the strawberry poison frog.
The strawberry poison frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the strawberry poison frog is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
The gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_10633,images/train/train_10633.png,Which animal's body is better adapted for protection against a predator with sharp teeth?,"[""European robin"", ""queen conch""]",2,1,"s are adapted to protect themselves from a predator with sharp teeth. They have hard outer shells covering their bodies. An  can pull its head and legs into its shell when attacked.
Figure: African spurred tortoise.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the African spurred tortoise.
The African spurred tortoise has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the African spurred tortoise.
Now look at each animal. Figure out which animal has a similar adaptation.
The queen conch has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.
The European robin has soft feathers covering its skin. Its body is not adapted for protection against predators with sharp teeth.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_10980,images/train/train_10980.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""flamboyant cuttlefish"", ""gray tree frog""]",2,0,"Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the fire salamander.
The fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
The gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_11268,images/train/train_11268.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""strawberry poison frog"", ""peppered moth""]",2,0,"Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the fire salamander.
The fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The strawberry poison frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators.
The peppered moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_08446,images/train/train_08446.png,Which statement describes the Great Victoria Desert ecosystem?,"[""It has dry, thin soil."", ""It has only a few types of organisms.""]",2,0,"Figure: Great Victoria Desert.
The Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia. It is the largest desert in Australia! The Great Victoria Desert is home to the rare great desert skink. To stay cool during the day, great desert skinks live in holes they dig in the ground.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statements describe the Great Victoria Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. It has dry, thin soil. The following statement does not describe the Great Victoria Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has only a few types of organisms.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_11643,images/train/train_11643.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A and Solution B have the same number of pink particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03250,images/train/train_03250.png,"Is a hair clip a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","A hair clip is a solid. A solid has a size and shape of its own.
You can use a hair clip to keep your hair out of your face because the hair clip keeps its shape.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_05170,images/train/train_05170.png,Which air temperature was measured within the outlined area shown?,"[""8\u00b0C"", ""-10\u00b0C"", ""5\u00b0C""]",3,1,"The map below shows air temperatures in the lower atmosphere on November 12, 2015. The outlined area shows an air mass that influenced weather in Europe on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
15°C and 0°C.
-10°C is within this range.
5°C and 8°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_09025,images/train/train_09025.png,Which air temperature was measured within the outlined area shown?,"[""-4\u00b0C"", ""5\u00b0C"", ""-20\u00b0C""]",3,0,"The map below shows air temperatures in the lower atmosphere on November 12, 2015. The outlined area shows an air mass that influenced weather in Europe on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
15°C and 0°C.
-4°C is within this range.
-20°C and 5°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_09837,images/train/train_09837.png,Which air temperature was measured within the outlined area shown?,"[""5\u00b0C"", ""-13\u00b0C"", ""-20\u00b0C""]",3,1,"The map below shows air temperatures in the lower atmosphere on November 12, 2015. The outlined area shows an air mass that influenced weather in Europe on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
15°C and 0°C.
-13°C is within this range.
-20°C and 5°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_00052,images/train/train_00052.png,"Is chalk a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.",Chalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own.,closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_05588,images/train/train_05588.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""peppered moth"", ""blue poison dart frog""]",2,1,"Flamboyant cuttlefish are poisonous animals with brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: flamboyant cuttlefish.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the flamboyant cuttlefish.
The flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the flamboyant cuttlefish is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators.
The peppered moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_07484,images/train/train_07484.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_12384,images/train/train_12384.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_07409,images/train/train_07409.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05644,images/train/train_05644.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08829,images/train/train_08829.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A and Solution B have the same number of green particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11515,images/train/train_11515.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03704,images/train/train_03704.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08070,images/train/train_08070.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04017,images/train/train_04017.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10713,images/train/train_10713.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05948,images/train/train_05948.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04225,images/train/train_04225.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05372,images/train/train_05372.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03213,images/train/train_03213.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11787,images/train/train_11787.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03877,images/train/train_03877.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""Spanish shawl nudibranch"", ""lichen katydid""]",2,0,"Lionfish can release venom from the spines on their brightly colored bodies. The bright colors serve as a warning sign that the animal is venomous. The 's skin is adapted to ward off predators.
Figure: lionfish.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the lionfish.
The lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the lionfish is venomous.
Now look at each animal. Figure out which animal has a similar adaptation.
The Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.
The lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_12289,images/train/train_12289.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08519,images/train/train_08519.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01476,images/train/train_01476.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_07039,images/train/train_07039.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01911,images/train/train_01911.png,"Based on the timeline, which of the following statements is true?","[""Other civilizations existed at the same time as the Aztec."", ""The Aztec civilization lasted longer than the Maya civilization."", ""The Aztec were the only civilization to exist in the early Americas.""]",3,0,The Aztec were a people who created one of the most powerful civilizations in the early Americas. Historians call this civilization the Aztec Empire. Look at the timeline. Then answer the question below.,,,closed choice,grade6,social science,world-history,Early Americas,Foundations of Aztec civilization
train_06647,images/train/train_06647.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A and Solution B have the same number of green particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06463,images/train/train_06463.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06380,images/train/train_06380.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06418,images/train/train_06418.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_12146,images/train/train_12146.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03871,images/train/train_03871.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03790,images/train/train_03790.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_02895,images/train/train_02895.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11340,images/train/train_11340.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08743,images/train/train_08743.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11403,images/train/train_11403.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03789,images/train/train_03789.png,Which air temperature was measured within the outlined area shown?,"[""8\u00b0C"", ""12\u00b0C"", ""17\u00b0C""]",3,0,"The map below shows air temperatures in the lower atmosphere on June 12, 2013. The outlined area shows an air mass that influenced weather in South America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 0°C and 10°C.
8°C is within this range.
12°C and 17°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_04959,images/train/train_04959.png,Which air temperature was measured within the outlined area shown?,"[""-2\u00b0C"", ""5\u00b0C"", ""12\u00b0C""]",3,1,"The map below shows air temperatures in the lower atmosphere on June 12, 2013. The outlined area shows an air mass that influenced weather in South America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 0°C and 10°C.
5°C is within this range.
-2°C and 12°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_08416,images/train/train_08416.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08231,images/train/train_08231.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00485,images/train/train_00485.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11133,images/train/train_11133.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00296,images/train/train_00296.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04562,images/train/train_04562.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00064,images/train/train_00064.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04288,images/train/train_04288.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00684,images/train/train_00684.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09055,images/train/train_09055.png,Which statement describes the Serengeti National Park ecosystem?,"[""It has soil that is poor in nutrients."", ""It has cool summers and long, cold winters.""]",2,0,"Figure: Serengeti National Park.
Serengeti National Park is a savanna grassland ecosystem in Tanzania, a country in eastern Africa. Many types of animals migrate through the park each year.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statements describe the Serengeti National Park ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has soil that is poor in nutrients. It has a rainy season and a dry season. The following statement does not describe Serengeti National Park: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has cool summers and long, cold winters.",closed choice,grade7,natural science,biology,Ecosystems,Describe ecosystems
train_08632,images/train/train_08632.png,"Is a baseball bat a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.","A baseball bat is a solid. A solid has a size and shape of its own.
If you pick up a baseball bat, it will still have a size and shape of its own.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_11500,images/train/train_11500.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04581,images/train/train_04581.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_02256,images/train/train_02256.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01335,images/train/train_01335.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01152,images/train/train_01152.png,"Based on the arrows, which of the following organisms is a decomposer?","[""mushroom"", ""lichen""]",2,0,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.
The lichen has arrows pointing from it. So, the lichen is not a decomposer.
The mushroom does not have arrows pointing from it to other organisms. So, the mushroom is a decomposer.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
train_06438,images/train/train_06438.png,"Based on the arrows, which of the following organisms is a consumer?","[""bilberry"", ""earthworm""]",2,1,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.","Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.
The bilberry does not have any arrows pointing to it. So, the bilberry is a producer, not a consumer.
The earthworm has arrows pointing to it from the Arctic fox and the collared lemming. So, the earthworm is a consumer.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
train_08626,images/train/train_08626.png,Which three months have an average precipitation of around 3.5inches in Seattle?,"[""May, June, and October"", ""April, May, and November"", ""February, March, and October""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Seattle, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""Apr"" is incorrect.
Choice ""May"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""February, March, and October"" is incorrect.
February, March, and October each have an average precipitation of around 3.5 inches.
Choice ""May, June, and October"" is incorrect.
October does have an average precipitation of about 3.5 inches. But, the average precipitation in May and June is less than 2 inches.
Choice ""April, May, and November"" is incorrect.
The average precipitation in April and May is less than 3 inches. And, the average precipitation in November is more than 6 inches.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_11694,images/train/train_11694.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10050,images/train/train_10050.png,Which three months have an average precipitation of around 3.5inches in Seattle?,"[""May, June, and October"", ""June, July, and December"", ""February, March, and October""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Seattle, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""May"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""February, March, and October"" is incorrect.
February, March, and October each have an average precipitation of around 3.5 inches.
Choice ""June, July, and December"" is incorrect.
The average precipitation in June and July is less than 2 inches. And, the average precipitation in December is more than 5 inches.
Choice ""May, June, and October"" is incorrect.
October does have an average precipitation of about 3.5 inches. But, the average precipitation in May and June is less than 2 inches.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_09279,images/train/train_09279.png,Which three months have an average precipitation of around 3.5inches in Seattle?,"[""June, July, and December"", ""February, March, and October"", ""April, May, and November""]",3,1,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Seattle, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""Apr"" is incorrect.
Choice ""May"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""April, May, and November"" is incorrect.
The average precipitation in April and May is less than 3 inches. And, the average precipitation in November is more than 6 inches.
Choice ""February, March, and October"" is incorrect.
February, March, and October each have an average precipitation of around 3.5 inches.
Choice ""June, July, and December"" is incorrect.
The average precipitation in June and July is less than 2 inches. And, the average precipitation in December is more than 5 inches.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_05282,images/train/train_05282.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06604,images/train/train_06604.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01081,images/train/train_01081.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01626,images/train/train_01626.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11087,images/train/train_11087.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05399,images/train/train_05399.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01842,images/train/train_01842.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10836,images/train/train_10836.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_07289,images/train/train_07289.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_07291,images/train/train_07291.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11089,images/train/train_11089.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00346,images/train/train_00346.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01652,images/train/train_01652.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_02014,images/train/train_02014.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03784,images/train/train_03784.png,"Complete the sentence.
A douglas fir seed can grow into ().","[""a male cone"", ""a new plant"", ""pollen""]",3,1,Douglas fir seeds grow inside of cones.,"Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?
Conifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.
The seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.","A seed can germinate and grow into a new plant.
The new plant can grow male cones and pollen. But a seed does not grow into a male cone or pollen.",closed choice,grade4,natural science,biology,Plants,Describe and construct conifer life cycles
train_09619,images/train/train_09619.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11125,images/train/train_11125.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04426,images/train/train_04426.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09576,images/train/train_09576.png,Which of these states is farthest west?,"[""South Carolina"", ""Nebraska"", ""Rhode Island"", ""New Hampshire""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Nebraska is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_10611,images/train/train_10611.png,Which of these states is farthest west?,"[""New York"", ""New Hampshire"", ""Delaware"", ""South Carolina""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. South Carolina is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_10470,images/train/train_10470.png,Which of these states is farthest east?,"[""New Hampshire"", ""Louisiana"", ""New Jersey"", ""North Carolina""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Hampshire is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_01389,images/train/train_01389.png,Which of these states is farthest north?,"[""West Virginia"", ""New Mexico"", ""South Carolina"", ""Louisiana""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_05151,images/train/train_05151.png,Which air temperature was measured within the outlined area shown?,"[""7\u00b0C"", ""4\u00b0C"", ""27\u00b0C""]",3,2,"The map below shows air temperatures in the lower atmosphere on September 12, 2013. The outlined area shows an air mass that influenced weather in Australia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 25°C and 35°C.
27°C is within this range.
4°C and 7°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_07370,images/train/train_07370.png,Which air temperature was measured within the outlined area shown?,"[""4\u00b0C"", ""32\u00b0C"", ""12\u00b0C""]",3,1,"The map below shows air temperatures in the lower atmosphere on September 12, 2013. The outlined area shows an air mass that influenced weather in Australia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 25°C and 35°C.
32°C is within this range.
4°C and 12°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_12007,images/train/train_12007.png,Which animal's body is better adapted for protection against a predator with sharp teeth?,"[""queen scallop"", ""hyrax""]",2,0,"Desert tortoises are adapted to protect themselves from a predator with sharp teeth. They have hard outer shells covering their bodies. A  can pull its head and legs into its shell when attacked.
Figure: desert tortoise.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the desert tortoise.
The desert tortoise has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the desert tortoise.
Now look at each animal. Figure out which animal has a similar adaptation.
The queen scallop has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.
The hyrax has thin fur covering its skin. Its body is not adapted for protection against predators with sharp teeth.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_10965,images/train/train_10965.png,Which of these states is farthest east?,"[""New Jersey"", ""Arizona"", ""Rhode Island"", ""North Carolina""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Rhode Island is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_01261,images/train/train_01261.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""sharpnose-puffer"", ""peppered moth""]",2,0,"s have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.
Figure: Spanish shawl nudibranch.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the Spanish shawl nudibranch.
The Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the Spanish shawl nudibranch is toxic and dangerous.
Now look at each animal. Figure out which animal has a similar adaptation.
The sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
The peppered moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_04717,images/train/train_04717.png,Which of these states is farthest west?,"[""Wisconsin"", ""New York"", ""South Carolina"", ""South Dakota""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. South Dakota is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_11619,images/train/train_11619.png,Which of these states is farthest south?,"[""West Virginia"", ""Louisiana"", ""New Mexico"", ""New York""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Louisiana is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_07699,images/train/train_07699.png,Which type of force from each friend's hand slides a pizza slice off of the tray?,"[""push"", ""pull""]",2,1,Two friends share a pizza. They each apply a force to a slice of pizza to slide it off of the tray.,"A force is a push or a pull that one object applies to a second object.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling.",Each friend's hand applies a force to a slice of pizza. This force slides the pizza slice off of the tray. The direction of this force is toward each friend's hand. This force is a pull.,closed choice,grade3,natural science,physics,Force and motion,Identify pushes and pulls
train_00597,images/train/train_00597.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""impala"", ""Spanish shawl nudibranch""]",2,1,"Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the fire salamander.
The fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.
The impala has yellow-brown fur. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_09300,images/train/train_09300.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""sharpnose-puffer"", ""peppered moth""]",2,0,"Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the fire salamander.
The fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
The peppered moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_11885,images/train/train_11885.png,Which statement describes the Great Victoria Desert ecosystem?,"[""It has many different types of organisms."", ""It has thick, moist soil.""]",2,0,"Figure: Great Victoria Desert.
The Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia. It is the largest desert in Australia! The Great Victoria Desert is home to the rare great desert skink. To stay cool during the day, great desert skinks live in holes they dig in the ground.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statements describe the Great Victoria Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has many different types of organisms. It has dry, thin soil. The following statement does not describe the Great Victoria Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has thick, moist soil.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_07398,images/train/train_07398.png,Which letter marks the territory controlled by the ancient Maya civilization?,"[""B"", ""C"", ""A"", ""D""]",4,1,The following map shows the locations of several ancient civilizations in North and South America. Look at the map. Then answer the question below.,,"The ancient Maya civilization developed in Mesoamerica. Mesoamerica is a region that stretches from central Mexico through northern Central America.
This map shows the territory controlled by the ancient Maya civilization. Today, this area covers parts of many countries:
This photograph shows the ruins of a Maya city called Palenque (pah-LEN-kay). Like many Maya cities, Palenque is surrounded by a lush tropical forest.",closed choice,grade7,social science,world-history,Early Americas,Foundations of Maya civilization
train_03341,images/train/train_03341.png,Which statement best describes the average monthly precipitation in Atlanta?,"[""February is wetter than March."", ""October has the highest average precipitation."", ""Precipitation does not change much from month to month in Atlanta.""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Atlanta, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Precipitation does not change much from month to month in Atlanta."" is incorrect.
The average monthly precipitation changes only slightly throughout the year.
Choice ""February is wetter than March."" is incorrect.
Wetter months have a higher average precipitation than drier months. February has a slightly lower average monthly precipitation than March. So, February is not wetter than March.
Choice ""October has the highest average precipitation."" is incorrect.
Most other months have a slightly higher average precipitation than October.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_07562,images/train/train_07562.png,"Is milk a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","Milk is a liquid. A liquid takes the shape of any container it is in.
If you pour milk into a different container, the milk will take the shape of that container. But the milk will still take up the same amount of space.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_01234,images/train/train_01234.png,"Is thread a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,2,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.",Thread is a solid that can be bent or tangled. But it still has a size and shape of its own.,closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_03136,images/train/train_03136.png,Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?,"[""sample A"", ""sample B"", ""neither; the samples have the same temperature""]",3,0,"The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.",,"Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
train_02052,images/train/train_02052.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""hawk moth"", ""strawberry poison frog""]",2,1,"Flamboyant cuttlefish are poisonous animals with brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: flamboyant cuttlefish.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the flamboyant cuttlefish.
The flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the flamboyant cuttlefish is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The strawberry poison frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators.
This hawk moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_11108,images/train/train_11108.png,Why is this hummingbird called ruby-throated?,"[""Its throat is made of rubies."", ""The feathers on its throat are red, like a ruby."", ""It eats rubies.""]",3,1,"This bird is a ruby-throated hummingbird.
A ruby is a red mineral.",,Ruby-throated hummingbirds get their name from the ruby-colored feathers on their throat.,closed choice,grade2,natural science,literacy-in-science,Animals,Pollinator: ruby-throated hummingbird
train_09398,images/train/train_09398.png,"As Ivan pulls on the umbrella, what is the direction of the opposing force?","[""away from Ivan"", ""toward Ivan""]",2,0,"The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
Ivan uses his umbrella on a windy day. Think about two of the forces that act on the umbrella:
Ivan pulls toward himself.
The wind pushes away from Ivan.","A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.","Find the direction Ivan pulls on the umbrella.
Ivan uses his umbrella on a windy day. Think about two of the forces that act on the umbrella:
Ivan pulls toward himself.
The wind pushes away from Ivan.
The text tells you that Ivan pulls toward himself. The opposite direction is away from Ivan. So, the direction of the opposing force is away from Ivan.",closed choice,grade3,natural science,physics,Force and motion,How do balanced and unbalanced forces affect motion?
train_10789,images/train/train_10789.png,Which statement describes the Peary Land ecosystem?,"[""It has warm summers and cool winters."", ""It has soil that is frozen year-round.""]",2,1,"Figure: Peary Land.
Peary Land is a tundra ecosystem in northern Greenland. It is part of Northeast Greenland National Park. That park is one of the largest national parks in the world, covering about 375,000 square miles.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statements describe the Peary Land ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has mostly small plants. It has soil that is frozen year-round. The following statement does not describe Peary Land: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
train_10351,images/train/train_10351.png,Which animal's body is better adapted for protection against a predator with sharp teeth?,"[""giant clam"", ""hyrax""]",2,0,"Painted turtles are adapted to protect themselves from a predator with sharp teeth. They have hard outer shells covering their bodies. A  can pull its head and legs into its shell when attacked.
Figure: painted turtle.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the painted turtle.
The painted turtle has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the painted turtle.
Now look at each animal. Figure out which animal has a similar adaptation.
The giant clam has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.
The hyrax has thin fur covering its skin. Its body is not adapted for protection against predators with sharp teeth.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_02094,images/train/train_02094.png,Which of these states is farthest north?,"[""Nebraska"", ""South Carolina"", ""Oklahoma"", ""West Virginia""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Nebraska is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_03707,images/train/train_03707.png,Which of these states is farthest west?,"[""New Jersey"", ""Maryland"", ""Connecticut"", ""New Hampshire""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Maryland is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_12393,images/train/train_12393.png,Which of these states is farthest west?,"[""Massachusetts"", ""South Dakota"", ""South Carolina"", ""Maine""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. South Dakota is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_11794,images/train/train_11794.png,Which of these states is farthest south?,"[""Washington"", ""Indiana"", ""Rhode Island"", ""New Hampshire""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Indiana is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_07494,images/train/train_07494.png,Which of these states is farthest north?,"[""Rhode Island"", ""Louisiana"", ""Oklahoma"", ""South Carolina""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Rhode Island is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_07253,images/train/train_07253.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""hawk moth"", ""sharpnose-puffer""]",2,1,"Lionfish can release venom from the spines on their brightly colored bodies. The bright colors serve as a warning sign that the animal is venomous. The 's skin is adapted to ward off predators.
Figure: lionfish.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the lionfish.
The lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the lionfish is venomous.
Now look at each animal. Figure out which animal has a similar adaptation.
The sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
This hawk moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_02268,images/train/train_02268.png,Which of these states is farthest north?,"[""Indiana"", ""New Hampshire"", ""Rhode Island"", ""Louisiana""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Hampshire is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_09137,images/train/train_09137.png,Which of these states is farthest west?,"[""New York"", ""New Hampshire"", ""Indiana"", ""Maryland""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Indiana is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_06202,images/train/train_06202.png,Which of these states is farthest north?,"[""West Virginia"", ""Alabama"", ""New Jersey"", ""Montana""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Montana is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_06541,images/train/train_06541.png,Which of these states is farthest south?,"[""Maine"", ""West Virginia"", ""North Dakota"", ""Nebraska""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. West Virginia is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_12033,images/train/train_12033.png,Which of these states is farthest south?,"[""North Dakota"", ""California"", ""Rhode Island"", ""Washington""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_01181,images/train/train_01181.png,Which of these states is farthest west?,"[""Wisconsin"", ""New Hampshire"", ""North Carolina"", ""Florida""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Wisconsin is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_03070,images/train/train_03070.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""lichen katydid"", ""lionfish""]",2,1,"Sharpnose-puffers are poisonous animals with brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: sharpnose-puffer.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the sharpnose-puffer.
The sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the sharpnose-puffer is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.
The lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_07578,images/train/train_07578.png,Which of these states is farthest south?,"[""South Carolina"", ""Rhode Island"", ""Kansas"", ""Nevada""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. South Carolina is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_06547,images/train/train_06547.png,Which of these states is farthest west?,"[""South Carolina"", ""New Jersey"", ""Arkansas"", ""Alabama""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arkansas is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_00263,images/train/train_00263.png,Which of these states is farthest south?,"[""North Dakota"", ""Washington"", ""Ohio"", ""New Hampshire""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Ohio is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_11781,images/train/train_11781.png,"Complete the sentence.
Jackson's chameleons use their horns ().","[""to dig"", ""to find food"", ""to fight""]",3,2,"Read the first part of the passage. It is about a type of lizard called a Jackson's chameleon.
Jackson's chameleons are small green lizards. Some have three horns on their heads.
They use their horns to fight other chameleons.",,The passage says Jackson's chameleons use their horns to fight other chameleons.,closed choice,grade1,language science,reading-comprehension,Read-alone texts,Read passages about animals
train_06755,images/train/train_06755.png,Which of these states is farthest west?,"[""Missouri"", ""South Carolina"", ""Rhode Island"", ""Texas""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Texas is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_12725,images/train/train_12725.png,Which of these states is farthest east?,"[""North Dakota"", ""Washington"", ""Pennsylvania"", ""New Mexico""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Pennsylvania is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_11624,images/train/train_11624.png,Which of these states is farthest north?,"[""New Mexico"", ""Rhode Island"", ""Maine"", ""Maryland""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maine is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_08871,images/train/train_08871.png,Which of these states is farthest east?,"[""Mississippi"", ""California"", ""North Carolina"", ""North Dakota""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Carolina is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_11526,images/train/train_11526.png,Which of these states is farthest east?,"[""Louisiana"", ""New Jersey"", ""West Virginia"", ""Utah""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Jersey is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_04794,images/train/train_04794.png,Which of these states is farthest north?,"[""Kansas"", ""New Mexico"", ""South Carolina"", ""Alabama""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Kansas is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_05006,images/train/train_05006.png,Which of these states is farthest north?,"[""Maryland"", ""North Carolina"", ""New Mexico"", ""Florida""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maryland is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_03139,images/train/train_03139.png,Which of these states is farthest west?,"[""Idaho"", ""New Hampshire"", ""North Dakota"", ""Florida""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_05930,images/train/train_05930.png,Which of these states is farthest west?,"[""New York"", ""Maryland"", ""North Carolina"", ""Kentucky""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Kentucky is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_01529,images/train/train_01529.png,Which of these states is farthest west?,"[""Washington"", ""North Carolina"", ""North Dakota"", ""Kentucky""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Washington is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_00356,images/train/train_00356.png,Which of these states is farthest south?,"[""North Carolina"", ""Rhode Island"", ""Utah"", ""Minnesota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. North Carolina is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_12277,images/train/train_12277.png,Which of these states is farthest east?,"[""Washington"", ""New Jersey"", ""Illinois"", ""North Dakota""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Jersey is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_05554,images/train/train_05554.png,Which of these states is farthest south?,"[""Rhode Island"", ""North Dakota"", ""Arizona"", ""Virginia""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Arizona is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_06686,images/train/train_06686.png,Which of these states is farthest east?,"[""New Mexico"", ""Washington"", ""North Dakota"", ""Wyoming""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Dakota is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_03075,images/train/train_03075.png,Which of these states is farthest west?,"[""South Dakota"", ""South Carolina"", ""Florida"", ""Maine""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. South Dakota is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_07840,images/train/train_07840.png,Which of these states is farthest east?,"[""North Carolina"", ""Colorado"", ""Michigan"", ""North Dakota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Carolina is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_01410,images/train/train_01410.png,Which of these states is farthest south?,"[""Utah"", ""New Hampshire"", ""New York"", ""Minnesota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Utah is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_06013,images/train/train_06013.png,Which of these states is farthest north?,"[""Kansas"", ""New Mexico"", ""Kentucky"", ""New Jersey""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Jersey is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_08622,images/train/train_08622.png,Which of these states is farthest east?,"[""New Hampshire"", ""Kansas"", ""New Mexico"", ""Ohio""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Hampshire is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_04234,images/train/train_04234.png,Which of these states is farthest south?,"[""North Dakota"", ""Michigan"", ""Rhode Island"", ""Texas""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_04374,images/train/train_04374.png,Which of these states is farthest south?,"[""Michigan"", ""Utah"", ""Rhode Island"", ""North Dakota""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Utah is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_07730,images/train/train_07730.png,Which of these states is farthest north?,"[""Kansas"", ""Maine"", ""Rhode Island"", ""New Mexico""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maine is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_07394,images/train/train_07394.png,Which of these states is farthest south?,"[""Iowa"", ""New Jersey"", ""Kansas"", ""North Dakota""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Kansas is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_10277,images/train/train_10277.png,Which of these states is farthest east?,"[""North Dakota"", ""Idaho"", ""California"", ""New Mexico""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Dakota is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_06154,images/train/train_06154.png,Which of these states is farthest north?,"[""New York"", ""North Carolina"", ""Kentucky"", ""Arkansas""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New York is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_10002,images/train/train_10002.png,Which of these states is farthest south?,"[""Nevada"", ""Washington"", ""New York"", ""South Dakota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Nevada is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_10359,images/train/train_10359.png,Which of these states is farthest south?,"[""North Dakota"", ""Maine"", ""Washington"", ""New York""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. New York is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_06659,images/train/train_06659.png,Which of these states is farthest south?,"[""Oregon"", ""New York"", ""Wisconsin"", ""New Mexico""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. New Mexico is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_01450,images/train/train_01450.png,Which of these states is farthest north?,"[""Arkansas"", ""New Mexico"", ""Kansas"", ""New York""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New York is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_12107,images/train/train_12107.png,Which of these states is farthest north?,"[""North Carolina"", ""Indiana"", ""Florida"", ""New York""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New York is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_04908,images/train/train_04908.png,"Is honey a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.","Honey is a liquid. A liquid takes the shape of any container it is in.
If you pour honey into a container, the honey will take the shape of that container. But the honey will still take up the same amount of space.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
train_03508,images/train/train_03508.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""Spanish shawl nudibranch"", ""fantastic leaf-tailed gecko""]",2,0,"Golden dart frogs have poisonous glands in their brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: golden dart frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the golden dart frog.
The golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.
The fantastic leaf-tailed gecko has reddish-brown skin. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_01805,images/train/train_01805.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,2,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.
Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
include an endorsement from a respected organization, such as the American Dental Association
feature a testimonial from a ""real person"" who shares the audience's values
use an admired celebrity or athlete as a spokesperson
Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
cite results of clinical trials or independently conducted studies
explain the science behind a product or service
emphasize that the product is a financially wise choice
anticipate and refute potential counterclaims
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason, by using a graph to show that Silcom outperforms the competition.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_06273,images/train/train_06273.png,Which statement describes the Buffalo Gap National Grassland ecosystem?,"[""It has cold winters and cool summers."", ""It has a medium amount of rain.""]",2,1,"Figure: Buffalo Gap National Grassland.
Buffalo Gap National Grassland is a prairie grassland ecosystem in southwestern South Dakota. It is home to the endangered black-footed ferret. This is the only kind of ferret that is native to North America.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statements describe the Buffalo Gap National Grassland ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has a medium amount of rain. It has hot summers and cool winters. The following statement does not describe Buffalo Gap National Grassland: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has cold winters and cool summers.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_04363,images/train/train_04363.png,Which statement describes the Kaeng Krachan National Park ecosystem?,"[""It has many different types of organisms."", ""It has mostly small plants.""]",2,0,"Figure: Kaeng Krachan National Park.
Kaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand. It is Thailand's largest national park and has many animals, including elephants.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statements describe the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is poor in nutrients. It has many different types of organisms. The following statement does not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
train_04381,images/train/train_04381.png,Which statement describes the Serengeti National Park ecosystem?,"[""It has soil that is poor in nutrients."", ""It has soil that is rich in nutrients.""]",2,0,"Figure: Serengeti National Park.
Serengeti National Park is a savanna grassland ecosystem in Tanzania, a country in eastern Africa. Many types of animals migrate through the park each year.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statements describe the Serengeti National Park ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has warm summers and warm winters. It has soil that is poor in nutrients. The following statement does not describe Serengeti National Park: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has soil that is rich in nutrients.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_08525,images/train/train_08525.png,Which is the main persuasive appeal used in this ad?,"[""logos (reason)"", ""pathos (emotion)"", ""ethos (character)""]",3,0,,"The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:
Appeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:
say that a brand has been trusted for many years
note that a brand is recommended by a respected organization or celebrity
include a quote from a ""real person"" who shares the audience's values
Appeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:
use graphs or charts to display information
mention the results of scientific studies
explain the science behind a product or service
Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:
trigger a fear, such as the fear of embarrassment
appeal to a desire, such as the desire to appear attractive
link the product to a positive feeling, such as adventure, love, or luxury","The ad appeals to logos, or reason. It uses a graph to display information that shows its brand outperforms other brands.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
train_00727,images/train/train_00727.png,Which statement describes the Great Victoria Desert ecosystem?,"[""It has a small amount of rain."", ""It has warm, wet summers.""]",2,0,"Figure: Great Victoria Desert.
The Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia. It is the largest desert in Australia! The Great Victoria Desert is home to the rare great desert skink. To stay cool during the day, great desert skinks live in holes they dig in the ground.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statements describe the Great Victoria Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has many different types of organisms. It has a small amount of rain. The following statement does not describe the Great Victoria Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has warm, wet summers.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_11931,images/train/train_11931.png,Which of these states is farthest west?,"[""North Dakota"", ""Kentucky"", ""Massachusetts"", ""Delaware""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Dakota is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_05716,images/train/train_05716.png,Which air temperature was measured within the outlined area shown?,"[""19\u00b0C"", ""2\u00b0C"", ""27\u00b0C""]",3,0,"The map below shows air temperatures in the lower atmosphere on February 21, 2017. The outlined area shows an air mass that influenced weather in Africa on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 5°C and 20°C.
19°C is within this range.
2°C and 27°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_06429,images/train/train_06429.png,Which air temperature was measured within the outlined area shown?,"[""23\u00b0C"", ""13\u00b0C"", ""2\u00b0C""]",3,1,"The map below shows air temperatures in the lower atmosphere on February 21, 2017. The outlined area shows an air mass that influenced weather in Africa on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 5°C and 20°C.
13°C is within this range.
2°C and 23°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
train_07530,images/train/train_07530.png,Which air temperature was measured within the outlined area shown?,"[""2\u00b0C"", ""7\u00b0C"", ""23\u00b0C""]",3,1,"The map below shows air temperatures in the lower atmosphere on February 21, 2017. The outlined area shows an air mass that influenced weather in Africa on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.","Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 5°C and 20°C.
7°C is within this range.
2°C and 23°C are outside of this range.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
train_00123,images/train/train_00123.png,Which of these states is farthest north?,"[""West Virginia"", ""Mississippi"", ""Nebraska"", ""Oklahoma""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Nebraska is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_05360,images/train/train_05360.png,Which of these states is farthest south?,"[""New Hampshire"", ""Connecticut"", ""Michigan"", ""Colorado""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Colorado is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_03316,images/train/train_03316.png,Which of these states is farthest east?,"[""Nebraska"", ""Tennessee"", ""Oklahoma"", ""South Carolina""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. South Carolina is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_10393,images/train/train_10393.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""hawk moth"", ""lionfish""]",2,1,"Strawberry poison frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: strawberry poison frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the strawberry poison frog.
The strawberry poison frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the strawberry poison frog is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.
This hawk moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_10114,images/train/train_10114.png,Which of these states is farthest east?,"[""Wisconsin"", ""Tennessee"", ""South Carolina"", ""Delaware""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Delaware is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_11995,images/train/train_11995.png,Which of these states is farthest west?,"[""Maryland"", ""Florida"", ""New Hampshire"", ""Minnesota""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Minnesota is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_03740,images/train/train_03740.png,Which of these states is farthest north?,"[""Florida"", ""South Carolina"", ""Tennessee"", ""Delaware""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Delaware is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_09409,images/train/train_09409.png,Which of these states is farthest east?,"[""Washington"", ""Florida"", ""New Hampshire"", ""Tennessee""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Hampshire is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_05537,images/train/train_05537.png,Which of these states is farthest north?,"[""Maryland"", ""New Jersey"", ""Connecticut"", ""Arizona""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Connecticut is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_04210,images/train/train_04210.png,Which of these states is farthest south?,"[""Connecticut"", ""North Dakota"", ""Missouri"", ""Wyoming""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Missouri is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_08790,images/train/train_08790.png,Which of these states is farthest north?,"[""Oregon"", ""Colorado"", ""South Carolina"", ""Delaware""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Oregon is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_03306,images/train/train_03306.png,Which of these states is farthest north?,"[""Florida"", ""Tennessee"", ""Delaware"", ""South Carolina""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Delaware is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_12636,images/train/train_12636.png,Which of these states is farthest south?,"[""Colorado"", ""Maine"", ""South Dakota"", ""Massachusetts""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Colorado is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_00000,images/train/train_00000.png,Which of these states is farthest north?,"[""West Virginia"", ""Louisiana"", ""Arizona"", ""Oklahoma""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_00233,images/train/train_00233.png,Which of these states is farthest west?,"[""Massachusetts"", ""Kentucky"", ""Maine"", ""North Carolina""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Kentucky is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_06692,images/train/train_06692.png,Which of these states is farthest west?,"[""Tennessee"", ""Minnesota"", ""New Jersey"", ""Washington""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Washington is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_05798,images/train/train_05798.png,Which of these states is farthest west?,"[""Vermont"", ""Connecticut"", ""Alabama"", ""New Mexico""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. New Mexico is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_06412,images/train/train_06412.png,Which of these states is farthest north?,"[""Massachusetts"", ""New Jersey"", ""Ohio"", ""Colorado""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Massachusetts is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_11589,images/train/train_11589.png,Which of these states is farthest south?,"[""Louisiana"", ""South Dakota"", ""Illinois"", ""Massachusetts""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Louisiana is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_03582,images/train/train_03582.png,Which of these states is farthest west?,"[""West Virginia"", ""Maine"", ""Vermont"", ""Delaware""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. West Virginia is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_11229,images/train/train_11229.png,Which of these states is farthest south?,"[""Florida"", ""Virginia"", ""Massachusetts"", ""North Dakota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Florida is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_00951,images/train/train_00951.png,Which of these states is farthest south?,"[""Nebraska"", ""Minnesota"", ""Idaho"", ""New Hampshire""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Nebraska is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_11520,images/train/train_11520.png,Which of these states is farthest west?,"[""Kentucky"", ""Maine"", ""South Carolina"", ""Maryland""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Kentucky is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_00610,images/train/train_00610.png,Which of these states is farthest north?,"[""West Virginia"", ""Tennessee"", ""Florida"", ""Louisiana""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_10034,images/train/train_10034.png,Which of these states is farthest west?,"[""Maine"", ""Vermont"", ""Connecticut"", ""North Carolina""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Carolina is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_06403,images/train/train_06403.png,Which of these states is farthest west?,"[""Maryland"", ""Michigan"", ""New Jersey"", ""Vermont""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Michigan is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_05690,images/train/train_05690.png,Which statement describes the Steigerwald Forest ecosystem?,"[""It has warm, wet summers and cold, wet winters."", ""It has many different types of trees.""]",2,0,"Figure: Steigerwald Forest.
The Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany. This forest has many oak and beech trees.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Steigerwald Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has warm, wet summers and cold, wet winters. It has soil that is rich in nutrients. The following statement does not describe the Steigerwald Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has many different types of trees.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_06433,images/train/train_06433.png,Which of these states is farthest west?,"[""South Carolina"", ""Vermont"", ""Kansas"", ""Florida""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Kansas is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_07120,images/train/train_07120.png,Which of these states is farthest south?,"[""Connecticut"", ""Vermont"", ""New Jersey"", ""Maine""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. New Jersey is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_04625,images/train/train_04625.png,Which of these states is farthest north?,"[""Florida"", ""Tennessee"", ""South Carolina"", ""Oregon""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Oregon is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_06281,images/train/train_06281.png,Which of these states is farthest west?,"[""Rhode Island"", ""Florida"", ""Delaware"", ""Vermont""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Florida is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_03351,images/train/train_03351.png,Which of these states is farthest east?,"[""Pennsylvania"", ""Georgia"", ""Oklahoma"", ""North Dakota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Pennsylvania is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_10652,images/train/train_10652.png,Which of these states is farthest north?,"[""California"", ""Maryland"", ""South Dakota"", ""Kansas""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. South Dakota is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_02901,images/train/train_02901.png,Which of these states is farthest west?,"[""Maine"", ""West Virginia"", ""Alabama"", ""Vermont""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Alabama is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_05386,images/train/train_05386.png,Which of these states is farthest east?,"[""Michigan"", ""South Carolina"", ""Kentucky"", ""Arizona""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. South Carolina is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_03595,images/train/train_03595.png,Which of these states is farthest west?,"[""Virginia"", ""New Hampshire"", ""Indiana"", ""Mississippi""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Mississippi is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_08922,images/train/train_08922.png,Which of these states is farthest north?,"[""Oklahoma"", ""Illinois"", ""South Carolina"", ""Arizona""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Illinois is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_02494,images/train/train_02494.png,Which of these states is farthest west?,"[""Maine"", ""Delaware"", ""Vermont"", ""Rhode Island""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Delaware is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_00730,images/train/train_00730.png,Which of these states is farthest south?,"[""South Carolina"", ""Delaware"", ""Ohio"", ""Kansas""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. South Carolina is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_10067,images/train/train_10067.png,Which of these states is farthest north?,"[""Colorado"", ""South Carolina"", ""Florida"", ""Arkansas""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Colorado is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_08004,images/train/train_08004.png,Which of these states is farthest west?,"[""Massachusetts"", ""Maine"", ""Utah"", ""South Dakota""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Utah is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_10343,images/train/train_10343.png,Which of these states is farthest east?,"[""Colorado"", ""Arkansas"", ""South Carolina"", ""Illinois""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. South Carolina is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_07893,images/train/train_07893.png,Which of these states is farthest west?,"[""Rhode Island"", ""Illinois"", ""Maryland"", ""Alabama""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Illinois is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_10109,images/train/train_10109.png,Which of these states is farthest north?,"[""Missouri"", ""California"", ""Pennsylvania"", ""North Carolina""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Pennsylvania is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_08828,images/train/train_08828.png,Which of these states is farthest west?,"[""Rhode Island"", ""California"", ""Alabama"", ""Montana""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. California is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_07059,images/train/train_07059.png,Which of these states is farthest north?,"[""Virginia"", ""North Dakota"", ""Kansas"", ""Delaware""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. North Dakota is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_01599,images/train/train_01599.png,Which of these states is farthest north?,"[""South Carolina"", ""Tennessee"", ""Florida"", ""Texas""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Tennessee is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_11727,images/train/train_11727.png,Which of these states is farthest north?,"[""Kansas"", ""Louisiana"", ""South Carolina"", ""Florida""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Kansas is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_00477,images/train/train_00477.png,Which of these cities is marked on the map?,"[""St. Louis"", ""New Orleans"", ""Houston"", ""New York City""]",4,1,,,"The city is New Orleans, Louisiana. New York City, Houston, and St. Louis are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Major U.S. cities
train_09908,images/train/train_09908.png,Which of these states is farthest north?,"[""Kentucky"", ""North Carolina"", ""Pennsylvania"", ""Nevada""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Pennsylvania is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_04447,images/train/train_04447.png,Which of these states is farthest east?,"[""North Dakota"", ""Colorado"", ""California"", ""Kentucky""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Kentucky is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_08592,images/train/train_08592.png,Which of these states is farthest west?,"[""New Mexico"", ""Vermont"", ""Tennessee"", ""Florida""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. New Mexico is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_11770,images/train/train_11770.png,Which of these states is farthest north?,"[""Louisiana"", ""Vermont"", ""New Mexico"", ""California""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Vermont is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_02735,images/train/train_02735.png,Which of these states is farthest north?,"[""North Carolina"", ""Texas"", ""Maryland"", ""Alabama""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maryland is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_01994,images/train/train_01994.png,Which of these states is farthest north?,"[""South Carolina"", ""Idaho"", ""Florida"", ""California""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Idaho is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_07327,images/train/train_07327.png,Which of these states is farthest east?,"[""Michigan"", ""Washington"", ""California"", ""South Dakota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Michigan is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_07582,images/train/train_07582.png,Which of these states is farthest north?,"[""Alabama"", ""South Carolina"", ""Nevada"", ""Texas""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Nevada is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_00745,images/train/train_00745.png,Which of these states is farthest west?,"[""Mississippi"", ""Michigan"", ""Rhode Island"", ""Utah""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Utah is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_06509,images/train/train_06509.png,Which of these states is farthest west?,"[""Wisconsin"", ""Rhode Island"", ""Texas"", ""Montana""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Montana is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_08003,images/train/train_08003.png,Which of these states is farthest west?,"[""Idaho"", ""South Carolina"", ""Louisiana"", ""Florida""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_02024,images/train/train_02024.png,Which of these states is farthest south?,"[""West Virginia"", ""Maine"", ""Louisiana"", ""Idaho""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Louisiana is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_10062,images/train/train_10062.png,Which of these states is farthest west?,"[""North Dakota"", ""Pennsylvania"", ""Virginia"", ""Florida""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Dakota is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_06374,images/train/train_06374.png,Which of these states is farthest north?,"[""North Carolina"", ""Louisiana"", ""Colorado"", ""Alabama""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Colorado is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_01320,images/train/train_01320.png,Which of these states is farthest east?,"[""Indiana"", ""Iowa"", ""South Carolina"", ""Arizona""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. South Carolina is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_05016,images/train/train_05016.png,Which of these states is farthest south?,"[""Missouri"", ""Georgia"", ""California"", ""North Dakota""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Georgia is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_02403,images/train/train_02403.png,Which of these states is farthest south?,"[""North Dakota"", ""Washington"", ""Wyoming"", ""Maine""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Wyoming is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_00084,images/train/train_00084.png,Which of these states is farthest east?,"[""Montana"", ""New Mexico"", ""Arkansas"", ""Nebraska""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Arkansas is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_12568,images/train/train_12568.png,Which of these states is farthest south?,"[""Rhode Island"", ""Idaho"", ""Wisconsin"", ""Indiana""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Indiana is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_10179,images/train/train_10179.png,Which of these states is farthest west?,"[""South Carolina"", ""Florida"", ""Missouri"", ""Ohio""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Missouri is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_00130,images/train/train_00130.png,Which of these states is farthest east?,"[""Mississippi"", ""New York"", ""Montana"", ""Minnesota""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New York is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_09325,images/train/train_09325.png,Which of these states is farthest east?,"[""Montana"", ""Michigan"", ""North Carolina"", ""Kentucky""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Carolina is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_06134,images/train/train_06134.png,Which of these states is farthest south?,"[""California"", ""Washington"", ""Maine"", ""South Dakota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_12137,images/train/train_12137.png,Which of these states is farthest south?,"[""Vermont"", ""North Dakota"", ""Iowa"", ""Michigan""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Iowa is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_06226,images/train/train_06226.png,Which of these states is farthest north?,"[""Louisiana"", ""Missouri"", ""Arizona"", ""North Carolina""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Missouri is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_05787,images/train/train_05787.png,Which of these states is farthest south?,"[""Colorado"", ""Iowa"", ""Washington"", ""North Dakota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Colorado is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_05566,images/train/train_05566.png,Which of these states is farthest north?,"[""Iowa"", ""Florida"", ""South Carolina"", ""Virginia""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Iowa is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_02693,images/train/train_02693.png,Which of these states is farthest south?,"[""Utah"", ""Rhode Island"", ""Montana"", ""Michigan""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Utah is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_02222,images/train/train_02222.png,Which of these states is farthest east?,"[""South Dakota"", ""Washington"", ""California"", ""Utah""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. South Dakota is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_01121,images/train/train_01121.png,Which of these states is farthest east?,"[""Kansas"", ""California"", ""Montana"", ""New Mexico""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Kansas is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_06561,images/train/train_06561.png,Which of these states is farthest north?,"[""Alabama"", ""North Carolina"", ""Arizona"", ""Kansas""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Kansas is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_00470,images/train/train_00470.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""hawk moth"", ""lionfish""]",2,1,"Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the fire salamander.
The fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.
This hawk moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_08691,images/train/train_08691.png,Which of these states is farthest west?,"[""Maine"", ""Texas"", ""Rhode Island"", ""Georgia""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Texas is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_00710,images/train/train_00710.png,Which of these states is farthest west?,"[""Nevada"", ""North Dakota"", ""Wisconsin"", ""Maine""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Nevada is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_05132,images/train/train_05132.png,Which of these states is farthest east?,"[""South Dakota"", ""Arkansas"", ""Kansas"", ""Oregon""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Arkansas is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_09662,images/train/train_09662.png,Which of these states is farthest west?,"[""Maine"", ""Delaware"", ""Michigan"", ""New York""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Michigan is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_00787,images/train/train_00787.png,Which of these states is farthest south?,"[""Wisconsin"", ""North Dakota"", ""Arizona"", ""Ohio""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Arizona is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_09836,images/train/train_09836.png,Which of these states is farthest south?,"[""Oklahoma"", ""South Dakota"", ""Indiana"", ""Utah""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Oklahoma is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_09497,images/train/train_09497.png,Which of these states is farthest north?,"[""New Mexico"", ""Georgia"", ""Nevada"", ""Louisiana""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Nevada is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_07129,images/train/train_07129.png,Which of these states is farthest north?,"[""Louisiana"", ""Alabama"", ""New Mexico"", ""Nevada""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Nevada is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_02567,images/train/train_02567.png,Which of these states is farthest north?,"[""Arkansas"", ""North Carolina"", ""Illinois"", ""Arizona""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Illinois is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_03991,images/train/train_03991.png,Which of these states is farthest north?,"[""Mississippi"", ""New York"", ""Arizona"", ""Kansas""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New York is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_04221,images/train/train_04221.png,Which of these states is farthest north?,"[""Arkansas"", ""Nevada"", ""New Mexico"", ""Georgia""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Nevada is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_06329,images/train/train_06329.png,Which of these states is farthest east?,"[""Oregon"", ""Kansas"", ""Montana"", ""New Mexico""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Kansas is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_06908,images/train/train_06908.png,Which of these states is farthest east?,"[""Iowa"", ""North Carolina"", ""Indiana"", ""Wyoming""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Carolina is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_06833,images/train/train_06833.png,Which of these states is farthest north?,"[""New Mexico"", ""Arkansas"", ""California"", ""Idaho""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Idaho is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_10434,images/train/train_10434.png,Which of these states is farthest west?,"[""Arkansas"", ""New York"", ""Kentucky"", ""Georgia""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arkansas is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_08400,images/train/train_08400.png,Which of these states is farthest east?,"[""Indiana"", ""Utah"", ""Louisiana"", ""North Dakota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Indiana is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_07444,images/train/train_07444.png,Which of these states is farthest west?,"[""Michigan"", ""Utah"", ""Maine"", ""Rhode Island""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Utah is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_00530,images/train/train_00530.png,Which of these states is farthest south?,"[""Colorado"", ""New York"", ""Iowa"", ""Tennessee""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Tennessee is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_05529,images/train/train_05529.png,Which of these states is farthest east?,"[""North Dakota"", ""Utah"", ""Kansas"", ""Michigan""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Michigan is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_00967,images/train/train_00967.png,Which of these states is farthest west?,"[""Arkansas"", ""New Mexico"", ""Florida"", ""Virginia""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. New Mexico is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_09715,images/train/train_09715.png,Which of these states is farthest south?,"[""Maine"", ""Montana"", ""New York"", ""Minnesota""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. New York is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_10784,images/train/train_10784.png,Which of these states is farthest east?,"[""Iowa"", ""California"", ""Idaho"", ""North Dakota""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Iowa is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_08816,images/train/train_08816.png,Which of these states is farthest north?,"[""North Carolina"", ""Florida"", ""Arkansas"", ""Utah""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Utah is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_05684,images/train/train_05684.png,Which of these states is farthest east?,"[""South Dakota"", ""Texas"", ""Illinois"", ""Georgia""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_08056,images/train/train_08056.png,Which animal's body is better adapted for protection against a predator with sharp teeth?,"[""desert tortoise"", ""fox snake""]",2,0,"Nautiluses live in the ocean. They have a hard outer shell.
The  is adapted to protect itself from predators with sharp teeth. It can pull the soft parts of its body into its shell when attacked.
Figure: nautilus.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the nautilus.
The nautilus has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the nautilus.
Now look at each animal. Figure out which animal has a similar adaptation.
The desert tortoise has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.
The fox snake has soft scales covering its skin. Its body is not adapted for protection against predators with sharp teeth.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_06080,images/train/train_06080.png,Which of these states is farthest east?,"[""South Dakota"", ""Illinois"", ""Kansas"", ""Maine""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_00099,images/train/train_00099.png,Which of these cities is marked on the map?,"[""New York City"", ""Philadelphia"", ""Pittsburgh"", ""Washington, D.C.""]",4,3,,,"The city is Washington, D.C. Pittsburgh, New York City, and Philadelphia are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Northeast
train_05052,images/train/train_05052.png,Which of these states is farthest south?,"[""Oklahoma"", ""New York"", ""Ohio"", ""Maine""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Oklahoma is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_09320,images/train/train_09320.png,Which of these states is farthest north?,"[""Iowa"", ""Florida"", ""Utah"", ""North Dakota""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. North Dakota is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_08408,images/train/train_08408.png,"As Jill pulls on the leash, what is the direction of the opposing force?","[""forward"", ""backward""]",2,0,"The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
Jill and her dog, Sparky, are stopped while on a walk. Sparky sees a squirrel and tugs on his leash. Think about two of the forces that act on the leash:
Jill pulls backward.
Sparky pulls forward.","A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.","Find the direction Jill pulls on the leash.
Jill and her dog, Sparky, are stopped while on a walk. Sparky sees a squirrel and tugs on his leash. Think about two of the forces that act on the leash:
Jill pulls backward.
Sparky pulls forward.
The text tells you that Jill pulls backward. The opposite direction is forward. So, the direction of the opposing force is forward.",closed choice,grade3,natural science,physics,Force and motion,How do balanced and unbalanced forces affect motion?
train_09604,images/train/train_09604.png,"As Sparky pulls on the leash, what is the direction of the opposing force?","[""backward"", ""forward""]",2,0,"The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
Jill and her dog, Sparky, are stopped while on a walk. Sparky sees a squirrel and tugs on his leash. Think about two of the forces that act on the leash:
Sparky pulls forward.
Jill pulls backward.","A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.","Find the direction Sparky pulls on the leash.
Jill and her dog, Sparky, are stopped while on a walk. Sparky sees a squirrel and tugs on his leash. Think about two of the forces that act on the leash:
Sparky pulls forward.
Jill pulls backward.
The text tells you that Sparky pulls forward. The opposite direction is backward. So, the direction of the opposing force is backward.",closed choice,grade3,natural science,physics,Force and motion,How do balanced and unbalanced forces affect motion?
train_01639,images/train/train_01639.png,"Complete the sentence.
Grasshoppers can () to stay safe.","[""jump and fly"", ""get smaller"", ""change colors""]",3,0,"Read the first part of the passage about grasshoppers.
Grasshoppers have many ways to stay safe. They are great jumpers. They can fly, too.
Grasshoppers use their back legs to jump into the air. Their back legs are big. So, grasshoppers can jump high and far. Then, they can fly away.",,The passage says that grasshoppers have many ways to stay safe. They can jump high and far. And they can fly away. This tells you they can jump and fly to stay safe.,closed choice,grade1,language science,reading-comprehension,Read-alone texts,Read passages about animals
train_00866,images/train/train_00866.png,"Is a fork a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,1,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.",A fork is a solid. You can bend a fork. But it will still have a size and shape of its own.,closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_02529,images/train/train_02529.png,"Complete the sentence.
An Indian flying fox is a ().","[""bird"", ""bat"", ""fox""]",3,1,This picture shows an Indian flying fox.,,"Indian flying foxes are bats. Bats are mammals with webbed wings. Like other mammals, they have fur and feed their young milk.",closed choice,grade2,natural science,literacy-in-science,Animals,Pollinator: Indian flying fox
train_06620,images/train/train_06620.png,Which statement is supported by the map?,"[""The Silk Road connected only Asia and Europe."", ""The Silk Road allowed merchants to travel from Asia to the Americas."", ""The Silk Road included both land and sea routes.""]",3,2,"The map below shows a network of trade routes known as the Silk Road. Between 200 BCE and 1350 CE, merchants, or traders, traveled along many parts of these routes.
Look at the map showing the Silk Road around 100 CE. Then answer the question below.",,,closed choice,grade7,social science,world-history,The Silk Road,The ancient Silk Road: geography and transportation
train_03461,images/train/train_03461.png,"Based on the timeline, which statement is true?","[""No colonists were killed by British soldiers before the American Revolution."", ""The First Continental Congress met to place new taxes on the Thirteen Colonies."", ""Colonists protested taxes created by the British government.""]",3,2,"After the French and Indian War ended in 1763, the relationship between the Thirteen Colonies and Great Britain began to change.
The timeline below shows some of the events that took place before the Revolutionary War broke out in 1775. Look at the timeline. Then answer the question below.",,,closed choice,grade8,social science,us-history,The American Revolution,Causes of the American Revolution: politics and society
train_11388,images/train/train_11388.png,Which of these states is farthest west?,"[""Kentucky"", ""Oklahoma"", ""Pennsylvania"", ""Massachusetts""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Oklahoma is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_02840,images/train/train_02840.png,Which animal's body is better adapted for protection against a predator with sharp teeth?,"[""desert tortoise"", ""fox snake""]",2,0,"Queen scallops live in the ocean. They have a hard outer shell.
The  is adapted to protect itself from predators with sharp teeth. It can pull the soft parts of its body into its shell when attacked.
Figure: queen scallop.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the queen scallop.
The queen scallop has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the queen scallop.
Now look at each animal. Figure out which animal has a similar adaptation.
The desert tortoise has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.
The fox snake has soft scales covering its skin. Its body is not adapted for protection against predators with sharp teeth.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_11553,images/train/train_11553.png,Which of these states is farthest east?,"[""Alabama"", ""Louisiana"", ""Massachusetts"", ""Nebraska""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Massachusetts is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_02875,images/train/train_02875.png,Which of these states is farthest south?,"[""Arizona"", ""Massachusetts"", ""Minnesota"", ""Virginia""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Arizona is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_12402,images/train/train_12402.png,Which of these states is farthest south?,"[""Colorado"", ""Pennsylvania"", ""Oregon"", ""Connecticut""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Colorado is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_11562,images/train/train_11562.png,Which of these states is farthest east?,"[""Kansas"", ""Connecticut"", ""Wyoming"", ""Delaware""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Connecticut is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_12322,images/train/train_12322.png,Which of these states is farthest west?,"[""Connecticut"", ""Maine"", ""Pennsylvania"", ""Vermont""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Pennsylvania is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_09788,images/train/train_09788.png,Which of these states is farthest south?,"[""Connecticut"", ""Alabama"", ""Pennsylvania"", ""Kentucky""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Alabama is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_11659,images/train/train_11659.png,Which of these states is farthest south?,"[""Montana"", ""Minnesota"", ""Washington"", ""Connecticut""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Connecticut is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_01502,images/train/train_01502.png,Which of these states is farthest south?,"[""Delaware"", ""Oregon"", ""Maine"", ""Massachusetts""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Delaware is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_04522,images/train/train_04522.png,Which of these states is farthest north?,"[""Florida"", ""Connecticut"", ""Nebraska"", ""Vermont""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Vermont is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_01518,images/train/train_01518.png,Which of these states is farthest west?,"[""Nebraska"", ""Nevada"", ""Maryland"", ""Oklahoma""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Nevada is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_06703,images/train/train_06703.png,Which of these cities is marked on the map?,"[""Boston"", ""Houston"", ""Washington, D.C."", ""St. Louis""]",4,1,,,"The city is Houston, Texas. Boston, Washington, D.C., and St. Louis are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Major U.S. cities
train_01580,images/train/train_01580.png,Which of these cities is marked on the map?,"[""Washington, D.C."", ""San Antonio"", ""Denver"", ""Houston""]",4,2,,,"The city is Denver, Colorado. Houston, San Antonio, and Washington, D.C., are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Major U.S. cities
train_02179,images/train/train_02179.png,Which of these cities is marked on the map?,"[""Chicago"", ""New York City"", ""San Antonio"", ""Atlanta""]",4,0,,,"The city is Chicago, Illinois. Atlanta, New York City, and San Antonio are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Major U.S. cities
train_05443,images/train/train_05443.png,Which of these cities is marked on the map?,"[""New York City"", ""Detroit"", ""Philadelphia"", ""New Orleans""]",4,1,,,"The city is Detroit, Michigan. New York City, New Orleans, and Philadelphia are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Major U.S. cities
train_11396,images/train/train_11396.png,Which of these cities is marked on the map?,"[""New York City"", ""San Antonio"", ""Detroit"", ""Seattle""]",4,3,,,"The city is Seattle, Washington. New York City, Detroit, and San Antonio are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Major U.S. cities
train_06746,images/train/train_06746.png,Which of these states is farthest west?,"[""Connecticut"", ""Delaware"", ""Virginia"", ""Kansas""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Kansas is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_08605,images/train/train_08605.png,Which of these states is farthest west?,"[""Illinois"", ""Vermont"", ""Arkansas"", ""Connecticut""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arkansas is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_12422,images/train/train_12422.png,"Which animal's feet are also adapted for walking on large, floating leaves?","[""ostrich"", ""northern jacana""]",2,1,"s live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.
The feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.
Figure: African jacana.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the African jacana.
The African jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.
Now look at each animal. Figure out which animal has a similar adaptation.
The northern jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.
The ostrich has large, heavy feet with thick toes. Its feet are not adapted for walking on floating leaves. The ostrich uses its feet to walk and run on hard ground.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_01406,images/train/train_01406.png,Which of these states is farthest north?,"[""Wyoming"", ""Arkansas"", ""Pennsylvania"", ""Minnesota""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Minnesota is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_01663,images/train/train_01663.png,Which of these states is farthest north?,"[""Mississippi"", ""Indiana"", ""Maryland"", ""Montana""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Montana is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_00254,images/train/train_00254.png,Which of these states is farthest east?,"[""Kansas"", ""Minnesota"", ""Connecticut"", ""Maine""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_03779,images/train/train_03779.png,Which of these states is farthest east?,"[""Mississippi"", ""California"", ""Wyoming"", ""Washington""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Mississippi is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_06698,images/train/train_06698.png,Which of these states is farthest north?,"[""Missouri"", ""Massachusetts"", ""Maine"", ""Florida""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maine is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_02739,images/train/train_02739.png,Which of these states is farthest north?,"[""Arizona"", ""Maryland"", ""Florida"", ""Mississippi""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maryland is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_10694,images/train/train_10694.png,Which of these states is farthest west?,"[""Connecticut"", ""Vermont"", ""Virginia"", ""Maine""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Virginia is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_09351,images/train/train_09351.png,Which of these states is farthest north?,"[""Wisconsin"", ""Alabama"", ""Nevada"", ""Maryland""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Wisconsin is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_10172,images/train/train_10172.png,Which of these states is farthest east?,"[""Mississippi"", ""Indiana"", ""Pennsylvania"", ""Wisconsin""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Pennsylvania is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_11084,images/train/train_11084.png,Which of these states is farthest north?,"[""Michigan"", ""Alabama"", ""Maryland"", ""Missouri""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Michigan is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_10640,images/train/train_10640.png,Which of these states is farthest east?,"[""Washington"", ""California"", ""Oklahoma"", ""Montana""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Oklahoma is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_10902,images/train/train_10902.png,Which of these states is farthest north?,"[""Maryland"", ""Idaho"", ""Nebraska"", ""Arizona""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Idaho is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_01602,images/train/train_01602.png,Which of these states is farthest north?,"[""Oklahoma"", ""Nebraska"", ""Montana"", ""Georgia""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Montana is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_12149,images/train/train_12149.png,Look at the models of molecules below. Select the elementary substance.,"[""carbon tetraiodide"", ""ozone"", ""2-chloroethanol""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_01454,images/train/train_01454.png,Which of these states is farthest east?,"[""Washington"", ""Oklahoma"", ""Nevada"", ""Montana""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Oklahoma is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_04230,images/train/train_04230.png,Which of these states is farthest east?,"[""Montana"", ""Oklahoma"", ""Washington"", ""Nevada""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Oklahoma is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_04694,images/train/train_04694.png,Which of these states is farthest north?,"[""Nevada"", ""Pennsylvania"", ""Arkansas"", ""Kentucky""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Pennsylvania is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_03771,images/train/train_03771.png,Which of these states is farthest east?,"[""Louisiana"", ""Delaware"", ""Arizona"", ""Florida""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Delaware is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_12000,images/train/train_12000.png,Which of these states is farthest west?,"[""Vermont"", ""Oregon"", ""Maine"", ""Pennsylvania""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Oregon is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_04252,images/train/train_04252.png,Which of these states is farthest south?,"[""Wyoming"", ""Maryland"", ""Iowa"", ""Michigan""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Maryland is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_05814,images/train/train_05814.png,Which of these states is farthest west?,"[""Tennessee"", ""Minnesota"", ""Nebraska"", ""Ohio""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Nebraska is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_08514,images/train/train_08514.png,Which of these states is farthest east?,"[""Nebraska"", ""Arizona"", ""Oklahoma"", ""Florida""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Florida is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_08462,images/train/train_08462.png,Which of these states is farthest south?,"[""Minnesota"", ""Maine"", ""Wyoming"", ""Washington""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Wyoming is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_02592,images/train/train_02592.png,Which of these states is farthest east?,"[""Oklahoma"", ""Maine"", ""Washington"", ""Montana""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_02969,images/train/train_02969.png,Which of these states is farthest south?,"[""Idaho"", ""Vermont"", ""Nebraska"", ""Michigan""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Nebraska is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_05077,images/train/train_05077.png,Which of these states is farthest east?,"[""Vermont"", ""Florida"", ""California"", ""Indiana""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Vermont is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_12297,images/train/train_12297.png,Which of these states is farthest south?,"[""Nebraska"", ""Michigan"", ""Vermont"", ""Maine""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Nebraska is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_04460,images/train/train_04460.png,Which of these states is farthest west?,"[""Maine"", ""Connecticut"", ""Illinois"", ""Alabama""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Illinois is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_12687,images/train/train_12687.png,Which of these states is farthest west?,"[""Mississippi"", ""Maine"", ""Virginia"", ""Vermont""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Mississippi is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_01080,images/train/train_01080.png,Which of these states is farthest east?,"[""Washington"", ""Montana"", ""Utah"", ""Tennessee""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Tennessee is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_02635,images/train/train_02635.png,Which statement describes the Serengeti National Park ecosystem?,"[""It has warm summers and warm winters."", ""It has a small amount of rain.""]",2,0,"Figure: Serengeti National Park.
Serengeti National Park is a savanna grassland ecosystem in Tanzania, a country in eastern Africa. Many types of animals migrate through the park each year.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statements describe the Serengeti National Park ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has warm summers and warm winters. It has soil that is poor in nutrients. The following statement does not describe Serengeti National Park: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a small amount of rain.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_11372,images/train/train_11372.png,Which of these states is farthest east?,"[""Wyoming"", ""California"", ""Iowa"", ""Washington""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Iowa is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_02570,images/train/train_02570.png,Which of these states is farthest east?,"[""Montana"", ""Arkansas"", ""Washington"", ""Kansas""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Arkansas is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_11699,images/train/train_11699.png,Which of these states is farthest east?,"[""Wyoming"", ""Iowa"", ""Arkansas"", ""Vermont""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Vermont is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_09267,images/train/train_09267.png,Which of these states is farthest east?,"[""Arizona"", ""Oregon"", ""Nebraska"", ""Montana""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Nebraska is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_07938,images/train/train_07938.png,Which of these states is farthest west?,"[""Mississippi"", ""Florida"", ""Michigan"", ""Montana""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Montana is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_03006,images/train/train_03006.png,Which of these states is farthest south?,"[""Wyoming"", ""Illinois"", ""Mississippi"", ""Nevada""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Mississippi is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_06381,images/train/train_06381.png,Which of these states is farthest east?,"[""Idaho"", ""Mississippi"", ""California"", ""Georgia""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_01079,images/train/train_01079.png,Which of these states is farthest west?,"[""Vermont"", ""Ohio"", ""Washington"", ""Virginia""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Washington is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_06314,images/train/train_06314.png,Which of these states is farthest north?,"[""Arkansas"", ""Kentucky"", ""Arizona"", ""Alabama""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Kentucky is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_05832,images/train/train_05832.png,Which of these states is farthest north?,"[""Mississippi"", ""Maine"", ""Texas"", ""Pennsylvania""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maine is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_07269,images/train/train_07269.png,Which of these states is farthest east?,"[""Georgia"", ""Arkansas"", ""Indiana"", ""Washington""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_12080,images/train/train_12080.png,Which of these states is farthest south?,"[""California"", ""Maine"", ""Nebraska"", ""Michigan""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_11150,images/train/train_11150.png,Which of these states is farthest east?,"[""Texas"", ""Washington"", ""Nebraska"", ""Florida""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Florida is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_09304,images/train/train_09304.png,Which of these states is farthest west?,"[""Delaware"", ""Georgia"", ""Illinois"", ""Maine""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Illinois is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_03475,images/train/train_03475.png,Which of these states is farthest north?,"[""California"", ""Pennsylvania"", ""Utah"", ""Virginia""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Pennsylvania is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_08197,images/train/train_08197.png,Which of these states is farthest south?,"[""Idaho"", ""Minnesota"", ""Oklahoma"", ""Illinois""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Oklahoma is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_01735,images/train/train_01735.png,Which of these states is farthest east?,"[""Montana"", ""Wisconsin"", ""Nebraska"", ""Utah""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Wisconsin is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_02717,images/train/train_02717.png,Which of these states is farthest east?,"[""Iowa"", ""Oklahoma"", ""Wyoming"", ""Nevada""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Iowa is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_11175,images/train/train_11175.png,Which of these states is farthest north?,"[""Florida"", ""Arizona"", ""Delaware"", ""Iowa""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Iowa is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_04185,images/train/train_04185.png,Which of these states is farthest east?,"[""Oregon"", ""Iowa"", ""Kentucky"", ""Oklahoma""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Kentucky is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_12035,images/train/train_12035.png,Which of these states is farthest north?,"[""Indiana"", ""Arizona"", ""Florida"", ""Mississippi""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Indiana is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_03359,images/train/train_03359.png,Which of these states is farthest north?,"[""California"", ""Mississippi"", ""Florida"", ""Texas""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. California is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_08279,images/train/train_08279.png,Which of these states is farthest east?,"[""Louisiana"", ""Wisconsin"", ""Virginia"", ""Nevada""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Virginia is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_08869,images/train/train_08869.png,Which of these states is farthest east?,"[""Alabama"", ""Illinois"", ""Arizona"", ""Nebraska""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Alabama is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_01561,images/train/train_01561.png,Which letter marks the Louisiana territory?,"[""A"", ""D"", ""C"", ""B""]",4,2,"In 1803, the United States government bought a large piece of land called the Louisiana territory. This deal, known as the Louisiana Purchase, nearly doubled the size of the country.
The territory of the Louisiana Purchase included most of the land west of the Mississippi River and east of the Rocky Mountains. Look at the map. Then answer the question below.",,"Look at the map.
This choice is correct:
C is west of the Mississippi River and east of the Rocky Mountains.
These choices are not correct:
A is west of the Mississippi River, but also west of the Rocky Mountains.
B is west of the Mississippi River, but also west of the Rocky Mountains.
D is east of the Rocky Mountains, but also east of the Mississippi River.",closed choice,grade7,social science,us-history,The Early Republic,The Louisiana Purchase
train_10631,images/train/train_10631.png,Which of these states is farthest west?,"[""Kentucky"", ""Michigan"", ""Montana"", ""Florida""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Montana is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_06498,images/train/train_06498.png,Which of these states is farthest south?,"[""Montana"", ""Nevada"", ""Nebraska"", ""Maine""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Nevada is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_04096,images/train/train_04096.png,Which of these states is farthest east?,"[""Montana"", ""Arizona"", ""Texas"", ""Washington""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Texas is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_07717,images/train/train_07717.png,Which of these states is farthest east?,"[""Nevada"", ""Colorado"", ""Iowa"", ""Washington""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Iowa is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_10400,images/train/train_10400.png,Which of these states is farthest east?,"[""Arkansas"", ""Indiana"", ""Kansas"", ""Montana""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Indiana is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_02591,images/train/train_02591.png,"Is the following statement about our solar system true or false?
Of the four smallest planets, two are made mainly of gas.","[""true"", ""false""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","To decide which four planets are the smallest, look at the volumes and compare the exponents. The volumes of Mercury, Venus, Earth, and Mars have the smallest exponents. So, these four planets are the smallest.
These four planets are made mainly of rock. So, of the four smallest planets, none are made mainly of gas.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_02866,images/train/train_02866.png,"Is the following statement about our solar system true or false?
The four largest planets are made mainly of gas or ice.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","To decide which four planets are the largest, look at the volumes and compare the exponents. The volumes of Jupiter, Saturn, Uranus, and Neptune have the largest exponents. So, these four planets are the largest.
Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, the four largest planets are made mainly of gas or ice.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_00760,images/train/train_00760.png,Which of these states is farthest south?,"[""Minnesota"", ""Michigan"", ""Arizona"", ""Illinois""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Arizona is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_08861,images/train/train_08861.png,Which of these states is farthest east?,"[""Colorado"", ""Texas"", ""Oregon"", ""Wisconsin""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Wisconsin is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_11168,images/train/train_11168.png,Which of these states is farthest west?,"[""Nevada"", ""Kansas"", ""Wyoming"", ""Illinois""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Nevada is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_05384,images/train/train_05384.png,Which of these states is farthest east?,"[""Louisiana"", ""Utah"", ""Alabama"", ""California""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Alabama is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_01040,images/train/train_01040.png,Which of these states is farthest south?,"[""Louisiana"", ""Michigan"", ""Iowa"", ""Kentucky""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Louisiana is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_12158,images/train/train_12158.png,Which of these states is farthest west?,"[""Idaho"", ""Tennessee"", ""Indiana"", ""Florida""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_06991,images/train/train_06991.png,Which of these states is farthest west?,"[""Wyoming"", ""Iowa"", ""Georgia"", ""Kansas""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Wyoming is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_02174,images/train/train_02174.png,Which of these states is farthest east?,"[""Indiana"", ""California"", ""Iowa"", ""Louisiana""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Indiana is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_10097,images/train/train_10097.png,Which of these states is farthest south?,"[""Vermont"", ""Michigan"", ""Illinois"", ""Maine""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Illinois is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_03531,images/train/train_03531.png,"Is the following statement about our solar system true or false?
Earth is the largest planet that is made mainly of rock.","[""false"", ""true""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth has the volume with the largest exponent. So, Earth is the largest planet that is made mainly of rock.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_01955,images/train/train_01955.png,"Is the following statement about our solar system true or false?
Earth is the largest planet that is made mainly of rock.","[""false"", ""true""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth has the volume with the largest exponent. So, Earth is the largest planet that is made mainly of rock.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_05630,images/train/train_05630.png,"Is the following statement about our solar system true or false?
The four largest planets are made mainly of gas or ice.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","To decide which four planets are the largest, look at the volumes and compare the exponents. The volumes of Jupiter, Saturn, Uranus, and Neptune have the largest exponents. So, these four planets are the largest.
Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, the four largest planets are made mainly of gas or ice.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_05400,images/train/train_05400.png,Which of these states is farthest east?,"[""Arizona"", ""Texas"", ""Oregon"", ""Montana""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Texas is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_09741,images/train/train_09741.png,"Which bird's beak is also adapted to crack large, hard nuts?","[""white-tipped sicklebill"", ""African gray parrot""]",2,1,"Military macaws live in the forests of Central and South America. They eat large seeds and nuts. The shape of the 's beak is adapted to crack open large, hard nuts.
Figure: military macaw.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the military macaw.
The military macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The military macaw uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.
Now look at each bird. Figure out which bird has a similar adaptation.
The African gray parrot has a thick hooked beak. Its beak is adapted to crack large, hard nuts.
The white-tipped sicklebill has a long, thin, curved beak. Its beak is not adapted to crack large, hard nuts. The white-tipped sicklebill uses its beak to drink nectar out of long flowers.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_01354,images/train/train_01354.png,Which of these states is farthest north?,"[""Oregon"", ""Utah"", ""Louisiana"", ""Georgia""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Oregon is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_04749,images/train/train_04749.png,Which of these states is farthest east?,"[""Wyoming"", ""Illinois"", ""Texas"", ""Arizona""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Illinois is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_06157,images/train/train_06157.png,Which of these states is farthest south?,"[""Texas"", ""Maine"", ""Nebraska"", ""Indiana""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_05442,images/train/train_05442.png,Which of these states is farthest north?,"[""Virginia"", ""Colorado"", ""Oregon"", ""Ohio""]",4,2,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Oregon is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_11416,images/train/train_11416.png,Which of these states is farthest east?,"[""Maine"", ""Virginia"", ""Arizona"", ""Georgia""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_07201,images/train/train_07201.png,Which of these states is farthest east?,"[""Indiana"", ""Texas"", ""Kansas"", ""Georgia""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_00258,images/train/train_00258.png,"Is the following statement about our solar system true or false?
The four largest planets are made mainly of gas or ice.","[""false"", ""true""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","To decide which four planets are the largest, look at the volumes and compare the exponents. The volumes of Jupiter, Saturn, Uranus, and Neptune have the largest exponents. So, these four planets are the largest.
Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, the four largest planets are made mainly of gas or ice.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_00246,images/train/train_00246.png,"Is the following statement about our solar system true or false?
The four largest planets are made mainly of gas or ice.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","To decide which four planets are the largest, look at the volumes and compare the exponents. The volumes of Jupiter, Saturn, Uranus, and Neptune have the largest exponents. So, these four planets are the largest.
Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, the four largest planets are made mainly of gas or ice.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_00758,images/train/train_00758.png,"Is the following statement about our solar system true or false?
Earth is the largest planet that is made mainly of rock.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth has the volume with the largest exponent. So, Earth is the largest planet that is made mainly of rock.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_02079,images/train/train_02079.png,"Is the following statement about our solar system true or false?
Of the four smallest planets, two are made mainly of gas.","[""true"", ""false""]",2,1,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","To decide which four planets are the smallest, look at the volumes and compare the exponents. The volumes of Mercury, Venus, Earth, and Mars have the smallest exponents. So, these four planets are the smallest.
These four planets are made mainly of rock. So, of the four smallest planets, none are made mainly of gas.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_03188,images/train/train_03188.png,Which of these states is farthest east?,"[""Michigan"", ""Iowa"", ""Colorado"", ""Texas""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Michigan is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
train_10210,images/train/train_10210.png,What type of rock is pumice?,"[""metamorphic"", ""sedimentary"", ""igneous""]",3,2,"This is a piece of pumice. Do you see the hollow gaps in this piece of rock? The gaps come from air and water bubbles that became trapped while the rock was forming.
Pumice is usually formed near volcanoes. Sometimes, the lava in a volcano can cool very quickly. Pumice forms when the lava traps air and water bubbles as it cools.","Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.","Pumice is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.
Melted rock at the earth's surface is called lava. Pumice forms from a type of lava that is rich in silica. As the lava erupts from a volcano, it can trap small bubbles of air or water. When the lava becomes solid, the bubbles leave behind gaps in the rock.",closed choice,grade7,natural science,earth-science,Rocks and minerals,"Classify rocks as igneous, sedimentary, or metamorphic"
train_05621,images/train/train_05621.png,"Is the following statement about our solar system true or false?
Of the four smallest planets, two are made mainly of gas.","[""false"", ""true""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","To decide which four planets are the smallest, look at the volumes and compare the exponents. The volumes of Mercury, Venus, Earth, and Mars have the smallest exponents. So, these four planets are the smallest.
These four planets are made mainly of rock. So, of the four smallest planets, none are made mainly of gas.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_12351,images/train/train_12351.png,"Is the following statement about our solar system true or false?
Earth is the largest planet that is made mainly of rock.","[""true"", ""false""]",2,0,Use the data to answer the question below.,"A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
","The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth has the volume with the largest exponent. So, Earth is the largest planet that is made mainly of rock.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
train_05987,images/train/train_05987.png,Which of these states is farthest east?,"[""Georgia"", ""Texas"", ""Nevada"", ""Illinois""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
train_11759,images/train/train_11759.png,Which of these states is farthest north?,"[""Illinois"", ""Oregon"", ""Ohio"", ""Arizona""]",4,1,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Oregon is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_02761,images/train/train_02761.png,Which of these states is farthest south?,"[""Texas"", ""Ohio"", ""Washington"", ""Utah""]",4,0,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
train_11241,images/train/train_11241.png,Which of these states is farthest east?,"[""Iowa"", ""Utah"", ""Oregon"", ""Michigan""]",4,3,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.","To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Michigan is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
train_02120,images/train/train_02120.png,What label shows the territory of Macedonia?,"[""D"", ""B"", ""A"", ""C""]",4,3,"Throughout the following questions, you will learn about a man who became known as Alexander the Great. Alexander the Great created the Macedonian Empire in the late 300s BCE.
Before it was an empire, Macedonia was a kingdom in southern Europe. Macedonia bordered ancient Greece and was located along the Aegean (ah-GEE-an) Sea. Select the kingdom of Macedonia on the map.",,"Look at the map. Macedonia is labeled.
The map shows that Macedonia bordered Greece in southern Europe. Macedonia was also located along the coast of the Aegean Sea.",closed choice,grade6,social science,world-history,Greece,Alexander the Great
train_03984,images/train/train_03984.png,Which statement is supported by these pictures?,"[""The cheetah has legs, and so did Homotherium."", ""The cheetah has teeth, but Homotherium did not.""]",2,0,"Look at the two pictures below. The cheetah is a modern organism, and Homotherium is an extinct one. The cheetah has many of the traits that Homotherium had.","Fossils are the remains of organisms that lived long ago. Scientists look at fossils to learn about the traits of ancient organisms. Often, scientists compare fossils to modern organisms.
Some ancient organisms had many traits in common with modern organisms. Other ancient organisms were very different from any organisms alive today. The similarities and differences provide clues about how ancient organisms moved, what they ate, and what type of environment they lived in.
Be careful when observing a fossil's traits!
As an organism turns into a fossil, many parts of its body break down. Soft parts, such as skin, often break down quickly. Hard parts, such as bone, are usually preserved. So, a fossil does not show all of an organism's traits.","The cheetah has legs and teeth.
This fossil of Homotherium shows the bones of its legs. So, Homotherium had legs.
The fossil also shows the remains of sharp teeth. So, Homotherium had teeth.
Choice ""The cheetah has teeth, but Homotherium did not."" is incorrect.
This statement is not supported by the pictures. From Homotherium's fossil, you can tell that it had teeth.
Choice ""The cheetah has legs, and so did Homotherium."" is incorrect.
This statement is supported by the pictures. You can see that the cheetah has legs. From Homotherium's fossil, you can tell that it also had legs.",closed choice,grade4,natural science,earth-science,Fossils,Compare ancient and modern organisms: use observations to support a hypothesis
train_10639,images/train/train_10639.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""peppered moth"", ""crown-of-thorns sea star""]",2,1,"Opalescent nudibranchs have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.
Figure: opalescent nudibranch.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the opalescent nudibranch.
The opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the opalescent nudibranch is toxic and dangerous.
Now look at each animal. Figure out which animal has a similar adaptation.
The crown-of-thorns sea star has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.
The peppered moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_11413,images/train/train_11413.png,Look at the models of molecules below. Select the elementary substance.,"[""tetraphosphorus"", ""carbon tetraiodide"", ""cyclopropane""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_00178,images/train/train_00178.png,Is corundum a mineral or a rock?,"[""mineral"", ""rock""]",2,0,"Corundum has the following properties:
fixed crystal structure
solid
pure substance
found in nature
very hard
not made by organisms","Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!","Corundum has all the properties of a mineral. So, corundum is a mineral.",closed choice,grade8,natural science,earth-science,Rocks and minerals,Identify rocks and minerals
train_02508,images/train/train_02508.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""flat-tail horned lizard"", ""European green lizard""]",2,0,"Horned vipers live in the deserts of Africa and the Middle East. The  is adapted to be camouflaged in a sandy desert.
Figure: horned viper.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the horned viper.
The horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The flat-tail horned lizard has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.
The European green lizard has a green, brown, and yellow body. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_03518,images/train/train_03518.png,"Which animal's feet are also adapted for walking on large, floating leaves?","[""wattled jacana"", ""New Zealand falcon""]",2,0,"Bronze-winged jacanas live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.
The feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.
Figure: bronze-winged jacana.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the bronze-winged jacana.
The bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.
Now look at each animal. Figure out which animal has a similar adaptation.
The wattled jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.
The New Zealand falcon has medium-sized toes with sharp claws. Its feet are not adapted for walking on floating leaves. The New Zealand falcon uses its feet to grab prey.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_02924,images/train/train_02924.png,Which of these cities is marked on the map?,"[""Houston"", ""Boston"", ""Washington, D.C."", ""Detroit""]",4,1,,,"The city is Boston, Massachusetts. Washington, D.C., Detroit, and Houston are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Major U.S. cities
train_08172,images/train/train_08172.png,Which three months have an average precipitation of around 3.5inches in Seattle?,"[""May, June, and October"", ""April, May, and November"", ""February, March, and October""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Seattle, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""Apr"" is incorrect.
Choice ""May"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""February, March, and October"" is incorrect.
February, March, and October each have an average precipitation of around 3.5 inches.
Choice ""April, May, and November"" is incorrect.
The average precipitation in April and May is less than 3 inches. And, the average precipitation in November is more than 6 inches.
Choice ""May, June, and October"" is incorrect.
October does have an average precipitation of about 3.5 inches. But, the average precipitation in May and June is less than 2 inches.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_01054,images/train/train_01054.png,Which three months have an average precipitation of around 3.5inches in Seattle?,"[""February, March, and October"", ""June, July, and December"", ""April, May, and November""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Seattle, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""Apr"" is incorrect.
Choice ""May"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
Choice ""June, July, and December"" is incorrect.
The average precipitation in June and July is less than 2 inches. And, the average precipitation in December is more than 5 inches.
Choice ""April, May, and November"" is incorrect.
The average precipitation in April and May is less than 3 inches. And, the average precipitation in November is more than 6 inches.
Choice ""February, March, and October"" is incorrect.
February, March, and October each have an average precipitation of around 3.5 inches.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_00468,images/train/train_00468.png,Which statement describes the Gran Sabana ecosystem?,"[""It has soil that is poor in nutrients."", ""It has a small amount of rain.""]",2,0,"Figure: Gran Sabana.
The Gran Sabana is a savanna grassland ecosystem in southeastern Venezuela. This savanna has many flat-topped mountains called mesas.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statements describe the Gran Sabana ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a rainy season and a dry season. It has soil that is poor in nutrients. The following statement does not describe the Gran Sabana: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a small amount of rain.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_02496,images/train/train_02496.png,Which of these cities is marked on the map?,"[""Boston"", ""New York City"", ""Baltimore"", ""Pittsburgh""]",4,2,,,"The city is Baltimore, Maryland. Boston, New York City, and Pittsburgh are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Northeast
train_01034,images/train/train_01034.png,Which of these cities is marked on the map?,"[""New York City"", ""Pittsburgh"", ""Baltimore"", ""Philadelphia""]",4,3,,,"The city is Philadelphia, Pennsylvania. New York City, Baltimore, and Pittsburgh are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Northeast
train_00879,images/train/train_00879.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""violet sabrewing"", ""common shelduck""]",2,0,"Rufous hummingbirds live in the woodlands and meadows of western North America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: rufous hummingbird.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the rufous hummingbird.
The rufous hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The rufous hummingbird's long, thin beak can reach deep into the flowers.
Now look at each bird. Figure out which bird has a similar adaptation.
The violet sabrewing has a long, thin beak. Its beak is adapted to get nectar out of long flowers.
The common shelduck has a wide, flat beak. Its beak is not adapted to get nectar out of long flowers. The common shelduck uses its beak to eat plants and invertebrates that live in mud.",closed choice,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_09854,images/train/train_09854.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""purple honeycreeper"", ""European nightjar""]",2,0,"Rufous hummingbirds live in the woodlands and meadows of western North America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: rufous hummingbird.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the rufous hummingbird.
The rufous hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The rufous hummingbird's long, thin beak can reach deep into the flowers.
Now look at each bird. Figure out which bird has a similar adaptation.
The purple honeycreeper has a long, thin beak. Its beak is adapted to get nectar out of long flowers.
The European nightjar has a short, thin beak. Its beak is not adapted to get nectar out of long flowers. The European nightjar uses its beak to eat insects and other small invertebrates.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_10990,images/train/train_10990.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""malachite sunbird"", ""roseate spoonbill""]",2,0,"Rufous hummingbirds live in the woodlands and meadows of western North America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: rufous hummingbird.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the rufous hummingbird.
The rufous hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The rufous hummingbird's long, thin beak can reach deep into the flowers.
Now look at each bird. Figure out which bird has a similar adaptation.
The malachite sunbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers.
The roseate spoonbill has a long spoon-shaped beak. Its beak is not adapted to get nectar out of long flowers. The roseate spoonbill uses its beak to filter through mud for invertebrates and small fish.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_04373,images/train/train_04373.png,"Based on the time line, which event happens after James Marshall discovers gold and before gold becomes harder to find?","[""Many people move to California."", ""Silver is discovered in Nevada.""]",2,0,This time line shows important events during the California Gold Rush.,"A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.","A time line shows the order of events by placing them along a line. This time line shows important events during the California Gold Rush.
Look at how the events are ordered on the time line. Events that happened earlier are shown to the left. Events that happened later are shown to the right. Many people move to California is shown to the right of James Marshall discovers gold in Coloma, California, and to the left of Gold becomes harder to find. So, many people move to California after James Marshall discovers gold but before gold became harder to find.",closed choice,grade5,language science,writing-strategies,Visual elements,Read graphic organizers
train_08692,images/train/train_08692.png,What type of rock is dolerite?,"[""igneous"", ""metamorphic"", ""sedimentary""]",3,0,"Dolerite forms from melted rock. It can form when melted rock cools close to the earth's surface. It is made of minerals such as feldspar and pyroxene.
Dolerite is usually found in dikes. In geology, a dike is a gap in an old rock where a new rock can form. Sometimes, melted rock from below the earth's surface can leak into dikes. When the melted rock becomes solid, it can form dolerite.","Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.","Dolerite is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.
Melted rock below the earth's surface is called magma. Dolerite forms from silica-rich magma that is close to the earth's surface. As the magma cools, minerals such as feldspar and pyroxene begin to form. When the magma becomes solid, it turns into dolerite.",closed choice,grade7,natural science,earth-science,Rocks and minerals,"Classify rocks as igneous, sedimentary, or metamorphic"
train_05473,images/train/train_05473.png,"Based on the time line, how many years passed between the publication of The Voyage of the Dawn Treader and The Magician's Nephew?","[""one year"", ""three years""]",2,1,This time line shows the publication dates of the books in The Chronicles of Narnia by C. S. Lewis.,"A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.","A time line shows the order of events by placing them along a line. This time line shows the publication dates of the books in The Chronicles of Narnia by C. S. Lewis.
Look at the years given in the time line. The Voyage of the Dawn Treader was published in 1952. The Magician's Nephew was published in 1955. So, three years passed between the publication dates of the two books.",closed choice,grade6,language science,writing-strategies,Visual elements,Read graphic organizers
train_09214,images/train/train_09214.png,Look at the models of molecules below. Select the elementary substance.,"[""dichloromethane"", ""bromomethane"", ""cyclooctasulfur""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_11714,images/train/train_11714.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A and Solution B have the same number of pink particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04881,images/train/train_04881.png,Look at the models of molecules below. Select the elementary substance.,"[""propane"", ""2-chloroethanol"", ""nitrogen""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_05932,images/train/train_05932.png,Look at the models of molecules below. Select the elementary substance.,"[""cyclooctasulfur"", ""hydrazine"", ""cyclopropane""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_09062,images/train/train_09062.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10878,images/train/train_10878.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03930,images/train/train_03930.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05172,images/train/train_05172.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_07141,images/train/train_07141.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06014,images/train/train_06014.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11411,images/train/train_11411.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05455,images/train/train_05455.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03915,images/train/train_03915.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09919,images/train/train_09919.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08126,images/train/train_08126.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06497,images/train/train_06497.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""flat-tail horned lizard"", ""lichen katydid""]",2,0,"Fennec foxes live in the Sahara Desert of Africa. The  is adapted to be camouflaged in a sandy desert.
Figure: fennec fox.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the fennec fox.
The fennec fox has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The flat-tail horned lizard has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.
The lichen katydid has green and white patches on its body. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_09630,images/train/train_09630.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A and Solution B have the same number of green particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01887,images/train/train_01887.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10276,images/train/train_10276.png,Why did Helen have to learn words in a different way?,"[""She was bored."", ""She was blind and deaf.""]",2,1,"Read the passage about Helen Keller.
Helen Keller became deaf and blind as a child. She couldn't hear or see. So, she had to learn words in a different way. Helen's teacher used finger spelling to teach her. She wrote words on Helen's hand with her finger.
Helen learned many words this way. In fact, she grew up to become a writer! Helen wrote her first book in 1903, when she was twenty-three years old. Helen's story showed people that they could do great things, too.",,"Look at the passage. It tells you why Helen had to learn words in a different way.
Helen Keller became deaf and blind as a child. She couldn't hear or see. So, she had to learn words in a different way. Helen's teacher used finger spelling to teach her. She wrote words on Helen's hand with her finger.",closed choice,grade2,language science,reading-comprehension,Independent reading comprehension,Read and understand informational passages
train_12272,images/train/train_12272.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10602,images/train/train_10602.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04063,images/train/train_04063.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11763,images/train/train_11763.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08189,images/train/train_08189.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01490,images/train/train_01490.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03090,images/train/train_03090.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04204,images/train/train_04204.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01348,images/train/train_01348.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00847,images/train/train_00847.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06368,images/train/train_06368.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_02610,images/train/train_02610.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00429,images/train/train_00429.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08739,images/train/train_08739.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11805,images/train/train_11805.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_07005,images/train/train_07005.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00103,images/train/train_00103.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09154,images/train/train_09154.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11262,images/train/train_11262.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04790,images/train/train_04790.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05329,images/train/train_05329.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06843,images/train/train_06843.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03600,images/train/train_03600.png,Look at the models of molecules below. Select the elementary substance.,"[""cyclooctasulfur"", ""silane"", ""bromomethane""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_04609,images/train/train_04609.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06113,images/train/train_06113.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04662,images/train/train_04662.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10579,images/train/train_10579.png,Look at the models of molecules below. Select the elementary substance.,"[""tetraphosphorus"", ""cyclopropane"", ""propane""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_09333,images/train/train_09333.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01168,images/train/train_01168.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01648,images/train/train_01648.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00357,images/train/train_00357.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10617,images/train/train_10617.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03741,images/train/train_03741.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06708,images/train/train_06708.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06689,images/train/train_06689.png,Look at the models of molecules below. Select the elementary substance.,"[""fluorine"", ""cyclopropane"", ""carbon tetrachloride""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_03066,images/train/train_03066.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00234,images/train/train_00234.png,Look at the models of molecules below. Select the elementary substance.,"[""fluoromethanol"", ""ozone"", ""carbon tetrachloride""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_04971,images/train/train_04971.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10612,images/train/train_10612.png,Which statement is supported by these pictures?,"[""The douc has long fingers and toes, and so did Mesopithecus."", ""The douc has gray fur, and so did Mesopithecus.""]",2,0,"Look at the two pictures below. The douc is a modern organism, and Mesopithecus is an extinct one. The douc has many of the traits that Mesopithecus had.","Fossils are the remains of organisms that lived long ago. Scientists look at fossils to learn about the traits of ancient organisms. Often, scientists compare fossils to modern organisms.
Some ancient organisms had many traits in common with modern organisms. Other ancient organisms were very different from any organisms alive today. The similarities and differences provide clues about how ancient organisms moved, what they ate, and what type of environment they lived in.
Be careful when observing a fossil's traits!
As an organism turns into a fossil, many parts of its body break down. Soft parts, such as skin, often break down quickly. Hard parts, such as bone, are usually preserved. So, a fossil does not show all of an organism's traits.","The douc has long fingers and toes. It has gray fur on its chest and belly.
This drawing shows the bones of long fingers and toes. So, Mesopithecus had long fingers and toes.
The drawing of Mesopithecus does not show fur. So, you cannot tell from the fossil whether Mesopithecus had gray fur.
Choice ""The douc has gray fur, and so did Mesopithecus."" is incorrect.
This statement is not supported by the pictures. You cannot tell the color of Mesopithecus's fur from its fossil.
Choice ""The douc has long fingers and toes, and so did Mesopithecus."" is incorrect.
This statement is supported by the pictures. You can see that the douc has long fingers and toes. From Mesopithecus's fossil, you can tell that it also had long fingers and toes.",closed choice,grade4,natural science,earth-science,Fossils,Compare ancient and modern organisms: use observations to support a hypothesis
train_07835,images/train/train_07835.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_12013,images/train/train_12013.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09549,images/train/train_09549.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""blue poison dart frog"", ""flat-tail horned lizard""]",2,1,"Camels live in dry places such as deserts. The  is adapted to be camouflaged in a sandy desert.
Figure: camel.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the camel.
The camel has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The flat-tail horned lizard has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.
The blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_11266,images/train/train_11266.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03452,images/train/train_03452.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03495,images/train/train_03495.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08916,images/train/train_08916.png,Which statement describes the Sahara Desert ecosystem?,"[""It has a small amount of rain."", ""It has only a few types of organisms.""]",2,0,"Figure: Sahara Desert.
The Sahara Desert in northern Africa is the largest hot desert in the world. Less than one-fifth of this desert is covered in sand dunes. Most of the Sahara Desert is covered by bare rock, gravel, and pebbles!","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statements describe the Sahara Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. It has dry, thin soil. The following statement does not describe the Sahara Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has only a few types of organisms.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_01957,images/train/train_01957.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01131,images/train/train_01131.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08075,images/train/train_08075.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_12352,images/train/train_12352.png,Look at the models of molecules below. Select the elementary substance.,"[""ethane"", ""carbon tetraiodide"", ""oxygen""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_09239,images/train/train_09239.png,What does pollen help a plant do?,"[""grow bigger"", ""grow new leaves"", ""make seeds""]",3,2,The male part of a flower makes pollen.,"Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?
First, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.
After pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.","Pollen helps the flower make seeds. After pollination, sperm cells from the pollen can combine with the eggs. These fertilized eggs can grow into seeds.
Pollen does not help a plant grow bigger or grow leaves.",closed choice,grade4,natural science,biology,Plants,Describe and construct flowering plant life cycles
train_09047,images/train/train_09047.png,"Based on the timeline, which statement is true?","[""The Declaration of Independence was signed before the Revolutionary War began."", ""The Declaration of Independence was signed after the Revolutionary War ended."", ""The Second Continental Congress was established after the Revolutionary War began.""]",3,2,Look at the timeline of events from the Revolutionary War. Then answer the question below.,,,closed choice,grade8,social science,us-history,The American Revolution,The Revolutionary War: struggle for independence
train_11859,images/train/train_11859.png,Look at the models of molecules below. Select the elementary substance.,"[""dichloromethane"", ""tetraphosphorus"", ""cyclopropane""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_10989,images/train/train_10989.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00010,images/train/train_00010.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03482,images/train/train_03482.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A and Solution B have the same number of pink particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09073,images/train/train_09073.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05751,images/train/train_05751.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09006,images/train/train_09006.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01220,images/train/train_01220.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""fire salamander"", ""fantastic leaf-tailed gecko""]",2,0,"Opalescent nudibranchs have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.
Figure: opalescent nudibranch.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the opalescent nudibranch.
The opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the opalescent nudibranch is toxic and dangerous.
Now look at each animal. Figure out which animal has a similar adaptation.
The fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
The fantastic leaf-tailed gecko has reddish-brown skin. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_12163,images/train/train_12163.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00455,images/train/train_00455.png,Look at the models of molecules below. Select the elementary substance.,"[""carbon tetrachloride"", ""fluoromethanol"", ""fluorine""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_11315,images/train/train_11315.png,Which statement describes the Great Victoria Desert ecosystem?,"[""It has thick, moist soil."", ""It has dry, thin soil.""]",2,1,"Figure: Great Victoria Desert.
The Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia. It is the largest desert in Australia! The Great Victoria Desert is home to the rare great desert skink. To stay cool during the day, great desert skinks live in holes they dig in the ground.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statements describe the Great Victoria Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. It has dry, thin soil. The following statement does not describe the Great Victoria Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has thick, moist soil.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_09496,images/train/train_09496.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09716,images/train/train_09716.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11750,images/train/train_11750.png,Which animal's feet are also adapted to walk on snow and ice?,"[""Siberian tiger"", ""tiger-striped leaf frog""]",2,0,"Polar bears live in cold, snowy areas near the Arctic Ocean. The 's feet are adapted for walking on snow and ice.
Figure: polar bear.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the polar bear.
The polar bear has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the polar bear's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.
Now look at each animal. Figure out which animal has a similar adaptation.
The Siberian tiger has furry feet with large pads. Its feet are adapted to walk on snow and ice.
The tiger-striped leaf frog has wide, sticky toes. Its feet are not adapted to walk on snow and ice. The tiger-striped leaf frog uses its feet to climb trees and walk on leaves.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_03577,images/train/train_03577.png,Which statement describes the Kibale National Forest ecosystem?,"[""It has many different types of organisms."", ""It has mostly small plants.""]",2,0,"Figure: Kibale National Forest.
Kibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa. This rain forest is home to many African primates, including chimpanzees.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statements describe the Kibale National Forest ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has year-round rain and warm temperatures. It has many different types of organisms. The following statement does not describe Kibale National Forest: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_04450,images/train/train_04450.png,Look at the models of molecules below. Select the elementary substance.,"[""fluorine"", ""benzene"", ""dichloromethane""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_10968,images/train/train_10968.png,"Which animal's feet are also adapted for walking on large, floating leaves?","[""comb-crested jacana"", ""mallard""]",2,0,"Bronze-winged jacanas live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.
The feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.
Figure: bronze-winged jacana.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the bronze-winged jacana.
The bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.
Now look at each animal. Figure out which animal has a similar adaptation.
The comb-crested jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.
The mallard has webbed feet. Its feet are not adapted for walking on floating leaves. The mallard uses its feet to swim.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_03963,images/train/train_03963.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04577,images/train/train_04577.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11035,images/train/train_11035.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06649,images/train/train_06649.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03492,images/train/train_03492.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05358,images/train/train_05358.png,Look at the models of molecules below. Select the elementary substance.,"[""ozone"", ""2-chloroethanol"", ""methane""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_07552,images/train/train_07552.png,Look at the models of molecules below. Select the elementary substance.,"[""chlorine"", ""hydrazine"", ""carbon tetrachloride""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_09636,images/train/train_09636.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A and Solution B have the same number of pink particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04131,images/train/train_04131.png,"Which bird's beak is also adapted to crack large, hard nuts?","[""pale-tailed barbthroat"", ""African gray parrot""]",2,1,"s eat large seeds and nuts. The shape of the 's beak is adapted to crack open large, hard nuts.
Figure: Alexandrine parakeet.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the Alexandrine parakeet.
The Alexandrine parakeet has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The Alexandrine parakeet uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.
Now look at each bird. Figure out which bird has a similar adaptation.
The African gray parrot has a thick hooked beak. Its beak is adapted to crack large, hard nuts.
The pale-tailed barbthroat has a long, thin beak. Its beak is not adapted to crack large, hard nuts. The pale-tailed barbthroat uses its beak to drink nectar out of long flowers.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_11366,images/train/train_11366.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10246,images/train/train_10246.png,Which of these cities is marked on the map?,"[""Detroit"", ""Denver"", ""Seattle"", ""Philadelphia""]",4,3,,,"The city is Philadelphia, Pennsylvania. Denver, Detroit, and Seattle are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Major U.S. cities
train_08158,images/train/train_08158.png,Look at the models of molecules below. Select the elementary substance.,"[""benzene"", ""fluorine"", ""bromomethane""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_07645,images/train/train_07645.png,Which statement describes the Great Basin Desert ecosystem?,"[""It has warm summers and mild winters."", ""It has dry, thin soil.""]",2,1,"Figure: Great Basin Desert.
The Great Basin Desert is a cold desert ecosystem in the western United States that covers much of Nevada. This desert also covers parts of Utah, California, and Idaho.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statements describe the Great Basin Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has a small amount of rain or snow. It has dry, thin soil. The following statement does not describe the Great Basin Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has warm summers and mild winters.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
train_04815,images/train/train_04815.png,Which of these cities is marked on the map?,"[""Pittsburgh"", ""Boston"", ""Philadelphia"", ""Baltimore""]",4,0,,,"The city is Pittsburgh, Pennsylvania. Philadelphia, Boston, and Baltimore are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Northeast
train_08377,images/train/train_08377.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""merveille-du-jour moth"", ""fennec fox""]",2,1,"Flat-tail horned lizards live in the deserts of North America. The  is adapted to be camouflaged in a sandy desert.
Figure: flat-tail horned lizard.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the flat-tail horned lizard.
The flat-tail horned lizard has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The fennec fox has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert.
The merveille-du-jour moth has a green, black, and gray body. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_10459,images/train/train_10459.png,Which of the following statements is true about gas particles?,"[""Gas particles are tightly packed together."", ""Gas particles rarely collide with each other."", ""Gas particles are always moving.""]",3,2,"All substances are made up of small particles of matter that are constantly moving. In a gas, these particles can move freely and tend to be far from one another. In fact, the space a gas takes up is mostly empty!
Gas particles move quickly and randomly. They travel in straight lines, changing direction whenever they collide with each other or with the walls of their container. Even though there is a lot of space between particles in a gas, collisions occur frequently because the particles are moving so fast.",,,closed choice,grade6,natural science,physics,Particle motion and energy,How does particle motion affect gas pressure?
train_03863,images/train/train_03863.png,Look at the models of molecules below. Select the elementary substance.,"[""chloromethanol"", ""propane"", ""iodine""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_05659,images/train/train_05659.png,Look at the models of molecules below. Select the elementary substance.,"[""ozone"", ""ethanol"", ""trichlorofluoromethane""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_09382,images/train/train_09382.png,Which animal's feet are also adapted for sticking to smooth surfaces?,"[""Costa Rica brook frog"", ""blue-footed booby""]",2,0,"Red-eyed tree frogs live in the rain forests of Central America. They spend most of their lives in trees. The feet of the tree frog are adapted to stick to the smooth surfaces of leaves.
Figure: red-eyed tree frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the red-eyed tree frog.
The red-eyed tree frog has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces. The red-eyed tree frog uses its toes to walk on the smooth surfaces of leaves without slipping.
Now look at each animal. Figure out which animal has a similar adaptation.
The Costa Rica brook frog has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces.
The blue-footed booby has webbed feet. Its feet are not adapted for sticking to smooth surfaces. The blue-footed booby uses its feet to swim.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_11650,images/train/train_11650.png,Look at the models of molecules below. Select the elementary substance.,"[""methanol"", ""tetraphosphorus"", ""ethane""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_08645,images/train/train_08645.png,Look at the models of molecules below. Select the elementary substance.,"[""cyclopropane"", ""trichlorofluoromethane"", ""oxygen""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_04497,images/train/train_04497.png,Look at the models of molecules below. Select the elementary substance.,"[""benzene"", ""chloromethane"", ""hydrogen""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_07577,images/train/train_07577.png,Which animal's mouth is also adapted to get insects out of burrows?,"[""long-beaked echidna"", ""blackbuck""]",2,0,"Tamanduas eat insects such as ants and termites. These insects often live in holes called burrows. The 's mouth is adapted to get insects out of burrows.
Figure: tamandua.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.","Look at the picture of the tamandua.
A tube-shaped snout helps the tamandua reach into a burrow. A long, sticky tongue helps it catch the insects.
Now look at each animal. Figure out which animal has a similar adaptation.
The long-beaked echidna has a tube-shaped snout and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.
The blackbuck has a wide snout. Its mouth is not adapted to get insects out of burrows. The blackbuck uses its mouth to eat grass.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_04072,images/train/train_04072.png,Which animal is also adapted to be camouflaged among green leaves?,"[""green silver-line"", ""blue poison dart frog""]",2,0,"Leaf insects live in the forests of Asia and Australia. The  is adapted to be camouflaged among green leaves.
Figure: leaf insect.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the leaf insect.
The leaf insect has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The green silver-line has a green body. It is adapted to be camouflaged among green leaves.
The blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged among green leaves.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_00500,images/train/train_00500.png,Which animal's feet are also adapted for sticking to smooth surfaces?,"[""American alligator"", ""tiger-striped leaf frog""]",2,1,"s live in the rain forests of Indonesia. They spend most of their lives in trees. The feet of the  are adapted to stick to the smooth surfaces of leaves.
Figure: Borneo eared frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the Borneo eared frog.
The Borneo eared frog has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces. The Borneo eared frog uses its toes to walk on the smooth surfaces of leaves without slipping.
Now look at each animal. Figure out which animal has a similar adaptation.
The tiger-striped leaf frog has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces.
The American alligator has short toes with claws. Its feet are not adapted for sticking to smooth surfaces.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_02657,images/train/train_02657.png,Which type of force from the boy slides the items out of the trunk?,"[""push"", ""pull""]",2,1,A boy helps bring items from the store into the house. He applies a force to the items with his arms to slide the items out of the trunk.,"A force is a push or a pull that one object applies to a second object.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling.",The boy applies a force to the items to slide them out of the car. The direction of this force is toward the boy. This force is a pull.,closed choice,grade3,natural science,physics,Force and motion,Identify pushes and pulls
train_10102,images/train/train_10102.png,Which of these cities is marked on the map?,"[""New York City"", ""Philadelphia"", ""Pittsburgh"", ""Washington, D.C.""]",4,3,,,"The city is Washington, D.C. Philadelphia, Pittsburgh, and New York City are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Northeast
train_04341,images/train/train_04341.png,Which of these cities is marked on the map?,"[""Washington, D.C."", ""Pittsburgh"", ""Boston"", ""New York City""]",4,3,,,"The city is New York City, New York. Pittsburgh, Boston, and Washington, D.C., are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Northeast
train_07988,images/train/train_07988.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08777,images/train/train_08777.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01724,images/train/train_01724.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00666,images/train/train_00666.png,Look at the models of molecules below. Select the elementary substance.,"[""fluoromethanol"", ""bromine"", ""cyclopropane""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_02571,images/train/train_02571.png,"Is a hammer a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","A hammer is a solid. A solid has a size and shape of its own.
A hammer is made of iron and wood. Both iron and wood are solids.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_01583,images/train/train_01583.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11018,images/train/train_11018.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05582,images/train/train_05582.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08940,images/train/train_08940.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_02317,images/train/train_02317.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04404,images/train/train_04404.png,Look at the models of molecules below. Select the elementary substance.,"[""chloroform"", ""fluorine"", ""propane""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_03927,images/train/train_03927.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_12673,images/train/train_12673.png,Which statement describes the Tibetan Plateau ecosystem?,"[""It has long, cold winters and short, cold summers."", ""It has many evergreen trees.""]",2,0,"Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India. The plateau is over 14,800 feet high and is surrounded by many mountain ranges.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statements describe the Tibetan Plateau ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has soil that is frozen year-round. It has long, cold winters and short, cold summers. The following statement does not describe the Tibetan Plateau: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has many evergreen trees.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
train_06512,images/train/train_06512.png,What is the name of the colony shown?,"[""New York"", ""North Carolina"", ""New Jersey"", ""South Carolina""]",4,1,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_00388,images/train/train_00388.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09098,images/train/train_09098.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_07526,images/train/train_07526.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03986,images/train/train_03986.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03019,images/train/train_03019.png,What is the name of the colony shown?,"[""New Hampshire"", ""New York"", ""South Carolina"", ""New Jersey""]",4,2,,,The colony is South Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_10663,images/train/train_10663.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00606,images/train/train_00606.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10474,images/train/train_10474.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05277,images/train/train_05277.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11545,images/train/train_11545.png,Look at the models of molecules below. Select the elementary substance.,"[""ethanol"", ""acetaldehyde"", ""nitrogen""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_04053,images/train/train_04053.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00876,images/train/train_00876.png,Look at the models of molecules below. Select the elementary substance.,"[""chlorine"", ""propane"", ""silane""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_08558,images/train/train_08558.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01993,images/train/train_01993.png,Look at the models of molecules below. Select the elementary substance.,"[""bromomethane"", ""acetaldehyde"", ""chlorine""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_00797,images/train/train_00797.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_02157,images/train/train_02157.png,Which trait did Coelodonta have? Select the trait you can observe on the fossil.,"[""a black snout"", ""horns on its snout""]",2,1,"This picture shows a fossil of an ancient animal called Coelodonta.
Coelodonta was hunted by early humans and went extinct about 10,000 years ago.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",,closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
train_08031,images/train/train_08031.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01835,images/train/train_01835.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08545,images/train/train_08545.png,Look at the models of molecules below. Select the elementary substance.,"[""dichloromethane"", ""ozone"", ""chloroform""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_06075,images/train/train_06075.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_02686,images/train/train_02686.png,Look at the models of molecules below. Select the elementary substance.,"[""methanol"", ""chloromethanol"", ""iodine""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_10412,images/train/train_10412.png,What is the name of the colony shown?,"[""New Hampshire"", ""Washington, D.C."", ""North Carolina"", ""Maryland""]",4,3,,,The colony is Maryland.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_08114,images/train/train_08114.png,What is the name of the colony shown?,"[""Washington, D.C."", ""New York"", ""Maryland"", ""New Jersey""]",4,2,,,The colony is Maryland.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_06231,images/train/train_06231.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10922,images/train/train_10922.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00664,images/train/train_00664.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03865,images/train/train_03865.png,"Based on the event chain, which event happens right after the railroad owners buy a steam-powered machine?","[""John Henry challenges the machine to a contest."", ""John Henry gets sick.""]",2,0,This event chain shows the main events from the legend of John Henry.,"A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.","An event chain uses arrows to show the order of events. This event chain shows the main events from the legend of John Henry.
Follow the arrows to see the order of events. An arrow points from Railroad owners buy a steam-powered machine that helps build railroads to John Henry, a railroad worker, challenges the machine to a railroad-building contest. So, John Henry challenges the machine to a contest happens right after the railroad owners buy a steam-powered machine.",closed choice,grade5,language science,writing-strategies,Visual elements,Read graphic organizers
train_07212,images/train/train_07212.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03375,images/train/train_03375.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A and Solution B have the same number of pink particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03042,images/train/train_03042.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01439,images/train/train_01439.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00380,images/train/train_00380.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00691,images/train/train_00691.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10091,images/train/train_10091.png,Look at the models of molecules below. Select the elementary substance.,"[""bromine"", ""dichloromethane"", ""fluoromethane""]",3,0,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_05207,images/train/train_05207.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_00751,images/train/train_00751.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09884,images/train/train_09884.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01230,images/train/train_01230.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03599,images/train/train_03599.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_07247,images/train/train_07247.png,Look at the models of molecules below. Select the elementary substance.,"[""fluoromethane"", ""oxygen"", ""cyclopropane""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_00285,images/train/train_00285.png,Which of these cities is marked on the map?,"[""Salt Lake City"", ""San Jose"", ""Los Angeles"", ""Portland""]",4,3,,,"The city is Portland, Oregon. Salt Lake City, San Jose, and Los Angeles are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the West
train_08417,images/train/train_08417.png,Which of these cities is marked on the map?,"[""San Francisco"", ""Portland"", ""Salt Lake City"", ""San Diego""]",4,3,,,"The city is San Diego, California. Portland, Salt Lake City, and San Francisco are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the West
train_10469,images/train/train_10469.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06204,images/train/train_06204.png,Which of these cities is marked on the map?,"[""Portland"", ""Salt Lake City"", ""San Francisco"", ""San Diego""]",4,2,,,"The city is San Francisco, California. Salt Lake City, San Diego, and Portland are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the West
train_02671,images/train/train_02671.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A and Solution B have the same number of pink particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08866,images/train/train_08866.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_04569,images/train/train_04569.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""golden dart frog"", ""lichen katydid""]",2,0,"Opalescent nudibranchs have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.
Figure: opalescent nudibranch.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the opalescent nudibranch.
The opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the opalescent nudibranch is toxic and dangerous.
Now look at each animal. Figure out which animal has a similar adaptation.
The golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators.
The lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_04869,images/train/train_04869.png,"In this food chain, the giant green anemone is a consumer. Why?","[""It makes its own food."", ""It eats another living thing.""]",2,1,"This diagram shows a food chain from Monterey Bay, an ocean ecosystem on the coast of California.","Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.
Producers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.
Consumers eat other living things. Consumers cannot make their own food.","In this food chain, the giant green anemone is a consumer because it eats another living thing. The giant green anemone in this food chain eats the California sea slug.",closed choice,grade3,natural science,biology,Ecosystems,Identify roles in food chains
train_07164,images/train/train_07164.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_10154,images/train/train_10154.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01039,images/train/train_01039.png,Look at the models of molecules below. Select the elementary substance.,"[""silane"", ""chloroform"", ""oxygen""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_03566,images/train/train_03566.png,Which animal's skin is also adapted for survival in cold places?,"[""naked mole rat"", ""snowy owl""]",2,1,"Arctic wolves live in the Canadian Arctic and Greenland. The 's skin is adapted to help the animal survive in cold places.
Figure: Arctic wolf.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the Arctic wolf.
The Arctic wolf has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic wolf uses its fur to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
The snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places.
The naked mole rat has thin skin covering its body. Its skin is not adapted for survival in cold places.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_08903,images/train/train_08903.png,Look at the models of molecules below. Select the elementary substance.,"[""silane"", ""chlorine"", ""dichloromethane""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_00057,images/train/train_00057.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_09016,images/train/train_09016.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01265,images/train/train_01265.png,Look at the models of molecules below. Select the elementary substance.,"[""silane"", ""ethane"", ""chlorine""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_11830,images/train/train_11830.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_11251,images/train/train_11251.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each pink ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_02891,images/train/train_02891.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,0,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01383,images/train/train_01383.png,Which type of force from the tow truck moves the car down the road?,"[""push"", ""pull""]",2,1,Tow trucks can move cars from one place to another. This tow truck applies a force to a car to move it down the road.,"A force is a push or a pull that one object applies to a second object.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling.",The tow truck applies a force to the car. This force moves the car down the road. The direction of this force is toward the tow truck. This force is a pull.,closed choice,grade3,natural science,physics,Force and motion,Identify pushes and pulls
train_01644,images/train/train_01644.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03332,images/train/train_03332.png,Which animal's skin is also adapted for survival in cold places?,"[""fantastic leaf-tailed gecko"", ""caribou""]",2,1,"Musk oxen live in the Canadian Arctic and Greenland. The 's skin is adapted to help the animal survive in cold places.
Figure: musk ox.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the musk ox.
The musk ox has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The musk ox uses its fur and fat to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
During the winter, the caribou has thick fur covering its skin. Its skin is adapted for survival in cold places.
The fantastic leaf-tailed gecko has thin skin covering its body. Its skin is not adapted for survival in cold places.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_07268,images/train/train_07268.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,2,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_05643,images/train/train_05643.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each purple ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_06184,images/train/train_06184.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each green ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_08162,images/train/train_08162.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
train_07777,images/train/train_07777.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,1,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_02797,images/train/train_02797.png,Which animal's feet are also adapted to walk on snow and ice?,"[""Eurasian lynx"", ""tokay gecko""]",2,0,"Snow leopards live in the snowy mountains of central Asia. The 's feet are adapted for walking on snow and ice.
Figure: snow leopard.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the snow leopard.
The snow leopard has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the snow leopard's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.
Now look at each animal. Figure out which animal has a similar adaptation.
The Eurasian lynx has furry feet with large pads. Its feet are adapted to walk on snow and ice.
The tokay gecko has wide, sticky toes. Its feet are not adapted to walk on snow and ice. The tokay gecko uses its feet to climb trees and walk on leaves.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_07510,images/train/train_07510.png,Which animal's feet are also adapted to walk on snow and ice?,"[""tokay gecko"", ""polar bear""]",2,1,"Snow leopards live in the snowy mountains of central Asia. The 's feet are adapted for walking on snow and ice.
Figure: snow leopard.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the snow leopard.
The snow leopard has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the snow leopard's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.
Now look at each animal. Figure out which animal has a similar adaptation.
The polar bear has furry feet with large pads. Its feet are adapted to walk on snow and ice.
The tokay gecko has wide, sticky toes. Its feet are not adapted to walk on snow and ice. The tokay gecko uses its feet to climb trees and walk on leaves.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_10288,images/train/train_10288.png,What is the name of the colony shown?,"[""South Carolina"", ""Connecticut"", ""North Carolina"", ""West Virginia""]",4,0,,,The colony is South Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_11966,images/train/train_11966.png,What is the name of the colony shown?,"[""Delaware"", ""New Hampshire"", ""South Carolina"", ""Rhode Island""]",4,2,,,The colony is South Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_00576,images/train/train_00576.png,What is the name of the colony shown?,"[""New Hampshire"", ""Maryland"", ""North Carolina"", ""South Carolina""]",4,3,,,The colony is South Carolina.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_01498,images/train/train_01498.png,What is the name of the colony shown?,"[""New Hampshire"", ""Alabama"", ""South Carolina"", ""New Jersey""]",4,2,,,The colony is South Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10586,images/train/train_10586.png,What is the name of the colony shown?,"[""Rhode Island"", ""South Carolina"", ""Maryland"", ""North Carolina""]",4,1,,,The colony is South Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_09577,images/train/train_09577.png,What is the name of the colony shown?,"[""New York"", ""South Carolina"", ""Virginia"", ""West Virginia""]",4,2,,,"The colony is Virginia.
The Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.",closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_02077,images/train/train_02077.png,What is the name of the colony shown?,"[""Virginia"", ""West Virginia"", ""North Carolina"", ""South Carolina""]",4,0,,,"The colony is Virginia.
The Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.",closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10015,images/train/train_10015.png,What is the name of the colony shown?,"[""New York"", ""New Hampshire"", ""West Virginia"", ""Vermont""]",4,0,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_03925,images/train/train_03925.png,What is the name of the colony shown?,"[""North Carolina"", ""Wisconsin"", ""New Hampshire"", ""New York""]",4,3,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_06269,images/train/train_06269.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,1,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_01605,images/train/train_01605.png,What is the name of the colony shown?,"[""New York"", ""New Jersey"", ""West Virginia"", ""Vermont""]",4,0,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_09000,images/train/train_09000.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_12249,images/train/train_12249.png,What is the name of the colony shown?,"[""Pennsylvania"", ""New Jersey"", ""Rhode Island"", ""New York""]",4,0,,,The colony is Pennsylvania.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_07814,images/train/train_07814.png,What is the name of the colony shown?,"[""New Jersey"", ""New York"", ""New Hampshire"", ""Pennsylvania""]",4,3,,,The colony is Pennsylvania.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_00999,images/train/train_00999.png,What is the name of the colony shown?,"[""Pennsylvania"", ""New Jersey"", ""New York"", ""New Hampshire""]",4,0,,,The colony is Pennsylvania.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_05843,images/train/train_05843.png,Which of these cities is marked on the map?,"[""Memphis"", ""Miami"", ""Oklahoma City"", ""San Antonio""]",4,3,,,"The city is San Antonio, Texas. Oklahoma City, Miami, and Memphis are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Southeast
train_02996,images/train/train_02996.png,Look at the models of molecules below. Select the elementary substance.,"[""methanol"", ""silane"", ""ozone""]",3,2,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_03406,images/train/train_03406.png,Which of these cities is marked on the map?,"[""San Antonio"", ""Charlotte"", ""Nashville"", ""Oklahoma City""]",4,3,,,"The city is Oklahoma City, Oklahoma. Charlotte, San Antonio, and Nashville are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Southeast
train_04134,images/train/train_04134.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,0,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_03782,images/train/train_03782.png,Which statement describes the Cerrado ecosystem?,"[""It has a small amount of rain."", ""It has soil that is poor in nutrients.""]",2,1,"Figure: Cerrado.
The savanna grasslands of Brazil are called the Cerrado. The Cerrado covers over one-fifth of Brazil and is home to termites, anteaters, armadillos, and other organisms.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there","A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statements describe the Cerrado ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has warm summers and warm winters. It has soil that is poor in nutrients. The following statement does not describe the Cerrado: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a small amount of rain.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
train_00245,images/train/train_00245.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""common nighthawk"", ""green violetear""]",2,1,"Purple honeycreepers live in the forests of South America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: purple honeycreeper.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the purple honeycreeper.
The purple honeycreeper has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The purple honeycreeper's long, thin beak can reach deep into the flowers.
Now look at each bird. Figure out which bird has a similar adaptation.
The green violetear has a long, thin beak. Its beak is adapted to get nectar out of long flowers.
The common nighthawk has a short, thin beak. Its beak is not adapted to get nectar out of long flowers. The common nighthawk uses its beak to eat insects and other small invertebrates.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_00897,images/train/train_00897.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""malachite sunbird"", ""snowy owl""]",2,0,"Purple honeycreepers live in the forests of South America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: purple honeycreeper.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the purple honeycreeper.
The purple honeycreeper has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The purple honeycreeper's long, thin beak can reach deep into the flowers.
Now look at each bird. Figure out which bird has a similar adaptation.
The malachite sunbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers.
The snowy owl has a short hooked beak. Its beak is not adapted to get nectar out of long flowers. The snowy owl uses its beak to tear through meat.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_09215,images/train/train_09215.png,How do sea otters use their pockets?,"[""They store the food they catch in their pockets."", ""They keep their babies safe inside their pockets.""]",2,0,"Read the passage about sea otters' pockets.
Sea otters have bags of loose skin under each arm. They use them like pockets! When sea otters hunt, they put the food they find into their pockets. This keeps their paws free to catch even more food.
Sea otters often keep rocks in their pockets, too. They use the rocks to crack open things like clam shells. Sea otters put the rocks on their chests. Then, they smash the shell against the rock. When the shell breaks, the sea otters can eat the tasty treat inside.",,"Look at the passage. It tells you how sea otters use their pockets.
Sea otters have bags of loose skin under each arm. They use them like pockets! When sea otters hunt, they put the food they find into their pockets. This keeps their paws free to catch even more food.",closed choice,grade2,language science,reading-comprehension,Independent reading comprehension,Read and understand informational passages
train_00849,images/train/train_00849.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each blue ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
train_02390,images/train/train_02390.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""horned viper"", ""Amazon milk frog""]",2,0,"Flat-tail horned lizards live in the deserts of North America. The  is adapted to be camouflaged in a sandy desert.
Figure: flat-tail horned lizard.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the flat-tail horned lizard.
The flat-tail horned lizard has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.
The Amazon milk frog has blue-and-brown skin. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_07534,images/train/train_07534.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,2,The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.,"A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent","In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
train_07418,images/train/train_07418.png,Which of the following statements is true?,"[""Genes are passed down from parents to offspring."", ""Eye color is an example of a gene.""]",2,0,"Look at the image and read the text. Then, answer the question.
variation in the human eye color trait
All organisms inherit certain traits from their parents. Information about these inherited traits is found in genes. Genes are pieces of hereditary material that are passed from parents to offspring. An organism's genes affect its inherited traits.",,"Genes affect traits.
Genes contain information about inherited traits.
All organisms have genes.
All organisms have genes that contain information about their inherited traits.
Genes are passed down from parents to offspring.
When an organism reproduces, it passes copies of its genes to its offspring. This is how information about inherited traits is passed down.
Eye color is an example of a gene.
An organism's eye color is affected by its genes. But eye color is not a gene. Eye color is a trait, which is an observable characteristic of an organism.",closed choice,grade7,natural science,biology,Genes to traits,"Genes, proteins, and traits: understanding the genetic code"
train_10145,images/train/train_10145.png,Which animal's skin is also adapted for survival in cold places?,"[""musk ox"", ""blue poison dart frog""]",2,0,"live in the forests and mountains of Asia and Europe. The lynx's skin is adapted to help the animal survive in cold places.
Figure: Eurasian lynx.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the Eurasian lynx.
During the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places. The Eurasian lynx uses its fur to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
The musk ox has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places.
The blue poison dart frog has thin, moist skin. Its skin is not adapted for survival in cold places.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_11129,images/train/train_11129.png,What is the name of the colony shown?,"[""Ohio"", ""New York"", ""New Jersey"", ""New Hampshire""]",4,3,,,"The colony is New Hampshire.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_06066,images/train/train_06066.png,What is the name of the colony shown?,"[""South Carolina"", ""Florida"", ""Maryland"", ""Washington, D.C.""]",4,2,,,The colony is Maryland.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_01385,images/train/train_01385.png,What is the name of the colony shown?,"[""North Carolina"", ""Washington, D.C."", ""Iowa"", ""Maryland""]",4,3,,,The colony is Maryland.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_08409,images/train/train_08409.png,What is the name of the colony shown?,"[""Iowa"", ""North Carolina"", ""Maryland"", ""Washington, D.C.""]",4,2,,,The colony is Maryland.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_04701,images/train/train_04701.png,What is the name of the colony shown?,"[""Washington, D.C."", ""Vermont"", ""South Carolina"", ""Maryland""]",4,3,,,The colony is Maryland.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_01200,images/train/train_01200.png,What is the name of the colony shown?,"[""Florida"", ""Washington, D.C."", ""South Carolina"", ""Maryland""]",4,3,,,The colony is Maryland.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_02027,images/train/train_02027.png,What is the name of the colony shown?,"[""Maryland"", ""Pennsylvania"", ""Washington, D.C."", ""North Carolina""]",4,0,,,The colony is Maryland.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10187,images/train/train_10187.png,What is the name of the colony shown?,"[""New Hampshire"", ""Maryland"", ""Washington, D.C."", ""Maine""]",4,1,,,The colony is Maryland.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_06060,images/train/train_06060.png,What is the name of the colony shown?,"[""North Carolina"", ""South Carolina"", ""Connecticut"", ""New Jersey""]",4,3,,,The colony is New Jersey.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_11004,images/train/train_11004.png,What is the name of the colony shown?,"[""New Jersey"", ""South Carolina"", ""North Carolina"", ""Delaware""]",4,0,,,The colony is New Jersey.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_12121,images/train/train_12121.png,What is the name of the colony shown?,"[""Rhode Island"", ""Ohio"", ""New Jersey"", ""New York""]",4,2,,,The colony is New Jersey.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_00770,images/train/train_00770.png,What is the name of the colony shown?,"[""New Hampshire"", ""New York"", ""New Jersey"", ""Mississippi""]",4,2,,,The colony is New Jersey.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_09615,images/train/train_09615.png,When did the chimps stop being afraid of Jane?,"[""After she fed them."", ""After she dressed up like a chimp.""]",2,0,"Read the passage about Jane Goodall and chimpanzees.
Jane Goodall is a scientist who worked with wild chimpanzees, or chimps. At first, the chimps were scared of Jane. But Jane got them to trust her. She started giving the chimps bananas! After that, the chimps trusted Jane. Some chimps even let Jane become part of their group.
Jane worked with the chimps for many years. She was the first person to learn that chimps could use tools. She also learned that chimps eat meat. Before that, scientists thought they only ate plants.",,"Look at the passage. It tells you when the chimps stopped being afraid of Jane.
Jane Goodall is a scientist who worked with wild chimpanzees, or chimps. At first, the chimps were scared of Jane. But Jane got them to trust her. She started giving the chimps bananas! After that, the chimps trusted Jane. Some chimps even let Jane become part of their group.",closed choice,grade2,language science,reading-comprehension,Independent reading comprehension,Read and understand informational passages
train_00975,images/train/train_00975.png,What is the name of the colony shown?,"[""Delaware"", ""New Jersey"", ""South Carolina"", ""North Carolina""]",4,0,,,The colony is Delaware.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_04655,images/train/train_04655.png,Which of these cities is marked on the map?,"[""Boston"", ""New York City"", ""Baltimore"", ""Pittsburgh""]",4,2,,,"The city is Baltimore, Maryland. New York City, Boston, and Pittsburgh are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Northeast
train_04937,images/train/train_04937.png,What is the name of the colony shown?,"[""New Hampshire"", ""Connecticut"", ""New York"", ""Rhode Island""]",4,3,,,The colony is Rhode Island.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_07396,images/train/train_07396.png,What is the name of the colony shown?,"[""West Virginia"", ""Iowa"", ""Rhode Island"", ""New York""]",4,2,,,The colony is Rhode Island.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_02193,images/train/train_02193.png,What is the name of the colony shown?,"[""Rhode Island"", ""Georgia"", ""New York"", ""South Carolina""]",4,0,,,The colony is Rhode Island.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_10053,images/train/train_10053.png,Which animal is also adapted to be camouflaged in the snow?,"[""Arctic wolf"", ""common hawk-cuckoo""]",2,0,"Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.
Figure: short-tailed weasel.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the short-tailed weasel.
During the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
This Arctic wolf has white fur covering its body. It is adapted to be camouflaged in the snow.
The common hawk-cuckoo has a gray head, a gray-and-brown back, and a white belly with a gray-and-brown pattern. It is not adapted to be camouflaged in the snow.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_05304,images/train/train_05304.png,Which animal's feet are also adapted for sticking to smooth surfaces?,"[""prairie dog"", ""tiger-striped leaf frog""]",2,1,"s live in the forests of Madagascar. They spend most of their lives in trees. The feet of the  are adapted to stick to the smooth surfaces of leaves and stems.
Figure: Madagascar day gecko.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the Madagascar day gecko.
The Madagascar day gecko has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces. The Madagascar day gecko uses its toes to walk on the smooth surfaces of leaves without slipping.
Now look at each animal. Figure out which animal has a similar adaptation.
The tiger-striped leaf frog has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces.
The prairie dog has long claws on its toes. Its feet are not adapted for sticking to smooth surfaces. The prairie dog uses its feet to dig burrows.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_12051,images/train/train_12051.png,Look at the models of molecules below. Select the elementary substance.,"[""methane"", ""nitrogen"", ""methanol""]",3,1,,"There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.",,closed choice,grade6,natural science,chemistry,Atoms and molecules,Identify elementary substances and compounds using models
train_05484,images/train/train_05484.png,Which animal's skin is also adapted for survival in cold places?,"[""naked mole rat"", ""polar bear""]",2,1,"Snowy owls live in the cold, snowy plains of the Arctic. The 's skin is adapted to help the animal survive in cold places.
Figure: snowy owl.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the snowy owl.
The snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places. The snowy owl uses its feathers to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
The polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places.
The naked mole rat has thin skin covering its body. Its skin is not adapted for survival in cold places.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_05542,images/train/train_05542.png,Which animal's skin is also adapted for survival in cold places?,"[""Amazon milk frog"", ""Eurasian lynx""]",2,1,"Snowy owls live in the cold, snowy plains of the Arctic. The 's skin is adapted to help the animal survive in cold places.
Figure: snowy owl.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the snowy owl.
The snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places. The snowy owl uses its feathers to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
During the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places.
The Amazon milk frog has thin, moist skin. Its skin is not adapted for survival in cold places.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_04891,images/train/train_04891.png,Which animal's mouth is also adapted to get insects out of burrows?,"[""aardvark"", ""clouded leopard""]",2,0,"Tamanduas eat insects such as ants and termites. These insects often live in holes called burrows. The 's mouth is adapted to get insects out of burrows.
Figure: tamandua.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.","Look at the picture of the tamandua.
A tube-shaped snout helps the tamandua reach into a burrow. A long, sticky tongue helps it catch the insects.
Now look at each animal. Figure out which animal has a similar adaptation.
The aardvark has a tube-shaped mouth and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.
The clouded leopard has a short, wide snout. Its mouth is not adapted to get insects out of burrows. The clouded leopard uses its mouth to tear through meat.",closed choice,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_12120,images/train/train_12120.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""emerald tree boa"", ""Namaqua chameleon""]",2,1,"Bearded dragons are lizards that live in the deserts of Australia. The  is adapted to be camouflaged in a sandy desert.
Figure: bearded dragon.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the bearded dragon.
The bearded dragon has a sand-colored body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.
The emerald tree boa has bright green scales covering its body. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_01845,images/train/train_01845.png,Which animal is also adapted to be camouflaged among green leaves?,"[""huntsman spider"", ""blue poison dart frog""]",2,0,"Leaf insects live in the forests of Asia and Australia. The  is adapted to be camouflaged among green leaves.
Figure: leaf insect.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the leaf insect.
The leaf insect has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
This huntsman spider has a green body. It is adapted to be camouflaged among green leaves.
The blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged among green leaves.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_08503,images/train/train_08503.png,Which of these cities is marked on the map?,"[""Los Angeles"", ""Denver"", ""Las Vegas"", ""San Jose""]",4,3,,,"The city is San Jose, California. Los Angeles, Denver, and Las Vegas are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the West
train_12145,images/train/train_12145.png,Which of these cities is marked on the map?,"[""Salt Lake City"", ""San Francisco"", ""Phoenix"", ""Seattle""]",4,0,,,"The city is Salt Lake City, Utah. San Francisco, Seattle, and Phoenix are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the West
train_04128,images/train/train_04128.png,Which of these cities is marked on the map?,"[""Seattle"", ""San Francisco"", ""Las Vegas"", ""Los Angeles""]",4,0,,,"The city is Seattle, Washington. San Francisco, Los Angeles, and Las Vegas are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the West
train_10237,images/train/train_10237.png,Which of these cities is marked on the map?,"[""Philadelphia"", ""Pittsburgh"", ""Baltimore"", ""New York City""]",4,1,,,"The city is Pittsburgh, Pennsylvania. Philadelphia, New York City, and Baltimore are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the Northeast
train_10208,images/train/train_10208.png,What type of rock is eclogite?,"[""sedimentary"", ""metamorphic"", ""igneous""]",3,1,"Eclogite forms deep below the earth's surface. The rock is made of minerals such as garnet and pyroxene.
Eclogite can form when a rock is changed by high temperature and pressure. It is rarely found at the earth's surface. Most of the eclogite is present in the earth's mantle.","Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.","Eclogite is a metamorphic rock. Like other metamorphic rocks, it forms when a rock is changed by high temperature and pressure.
Heat and pressure can change the type and arrangement of minerals in a rock. This change forms a new rock with different properties. Eclogite can form when igneous rocks are changed by heat and pressure. Basalt and gabbro are two rocks that can change into eclogite.",closed choice,grade7,natural science,earth-science,Rocks and minerals,"Classify rocks as igneous, sedimentary, or metamorphic"
train_03170,images/train/train_03170.png,What do hedgehogs do when they are scared?,"[""They shoot their spines like arrows."", ""They curl up into a ball.""]",2,1,"Read the passage about hedgehogs.
Hedgehogs have sharp spines that cover their backs. Some people think they look like little spiky balls! When they are scared, hedgehogs roll up into a ball. This keeps them safe from foxes and other animals.
Hedgehogs eat things like insects, worms, and snails. They hunt for food in hedges and other plants, just like wild pigs, or hogs. This is how they got the name hedgehogs.",,"Look at the passage. It tells you what hedgehogs do when they are scared.
Hedgehogs have sharp spines that cover their backs. Some people think they look like little spiky balls! When they are scared, hedgehogs roll up into a ball. This keeps them safe from foxes and other animals.",closed choice,grade2,language science,reading-comprehension,Independent reading comprehension,Read and understand informational passages
train_03079,images/train/train_03079.png,"Based on the timeline, which of the following statements is true?","[""Hinduism began about 1,000 years before Buddhism."", ""Hinduism began about 3,000 years before Islam."", ""Hinduism began about 500 years before Judaism.""]",3,0,The following timeline shows the approximate dates when several world religions began. Look at the timeline. Then answer the question below.,,,closed choice,grade6,social science,world-history,World religions,Origins of Hinduism
train_07026,images/train/train_07026.png,"Based on the timeline, which of the following statements is true?","[""Hinduism began about 3,000 years before Islam."", ""Hinduism began about 1,500 years before Christianity."", ""Hinduism began about 500 years before Judaism.""]",3,1,The following timeline shows the approximate dates when several world religions began. Look at the timeline. Then answer the question below.,,,closed choice,grade6,social science,world-history,World religions,Origins of Hinduism
train_08955,images/train/train_08955.png,What is the name of the colony shown?,"[""Rhode Island"", ""Massachusetts"", ""Connecticut"", ""South Carolina""]",4,1,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_11529,images/train/train_11529.png,What is the name of the colony shown?,"[""Massachusetts"", ""New Hampshire"", ""Alabama"", ""Rhode Island""]",4,0,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_11508,images/train/train_11508.png,What is the name of the colony shown?,"[""Massachusetts"", ""Rhode Island"", ""Connecticut"", ""New Hampshire""]",4,0,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_06915,images/train/train_06915.png,What is the name of the colony shown?,"[""New Hampshire"", ""Massachusetts"", ""Connecticut"", ""Rhode Island""]",4,1,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_00711,images/train/train_00711.png,What is the name of the colony shown?,"[""Massachusetts"", ""South Carolina"", ""Mississippi"", ""New Hampshire""]",4,0,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_11072,images/train/train_11072.png,What is the name of the colony shown?,"[""North Carolina"", ""Alabama"", ""Massachusetts"", ""Rhode Island""]",4,2,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_03121,images/train/train_03121.png,What is the name of the colony shown?,"[""Michigan"", ""New Hampshire"", ""Massachusetts"", ""North Carolina""]",4,2,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_04930,images/train/train_04930.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""bufflehead"", ""bronzy sunbird""]",2,1,"Broad-tailed hummingbirds live in the woodlands and meadows of western North America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: broad-tailed hummingbird.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the broad-tailed hummingbird.
The broad-tailed hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The broad-tailed hummingbird's long, thin beak can reach deep into the flowers.
Now look at each bird. Figure out which bird has a similar adaptation.
The bronzy sunbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers.
The bufflehead has a wide, flat beak. Its beak is not adapted to get nectar out of long flowers. The bufflehead uses its beak to eat plants and invertebrates that live in mud.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_03410,images/train/train_03410.png,What is the name of the colony shown?,"[""Virginia"", ""Wisconsin"", ""New Hampshire"", ""North Carolina""]",4,3,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_02166,images/train/train_02166.png,What is the name of the colony shown?,"[""New Jersey"", ""Maine"", ""Illinois"", ""North Carolina""]",4,3,,,The colony is North Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_07274,images/train/train_07274.png,What is the name of the colony shown?,"[""New Jersey"", ""Tennessee"", ""Delaware"", ""North Carolina""]",4,3,,,The colony is North Carolina.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_01068,images/train/train_01068.png,What is the name of the colony shown?,"[""North Carolina"", ""Mississippi"", ""Florida"", ""South Carolina""]",4,0,,,The colony is North Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_02449,images/train/train_02449.png,What is the name of the colony shown?,"[""Massachusetts"", ""New Jersey"", ""North Carolina"", ""Georgia""]",4,2,,,The colony is North Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_06562,images/train/train_06562.png,What is the name of the colony shown?,"[""New Jersey"", ""Maryland"", ""North Carolina"", ""Alabama""]",4,2,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_02572,images/train/train_02572.png,What is the name of the colony shown?,"[""North Carolina"", ""Maryland"", ""South Carolina"", ""Indiana""]",4,0,,,The colony is North Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_10711,images/train/train_10711.png,What is the name of the colony shown?,"[""New York"", ""North Carolina"", ""Georgia"", ""Virginia""]",4,1,,,The colony is North Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_04893,images/train/train_04893.png,What is the name of the colony shown?,"[""Wisconsin"", ""South Carolina"", ""Maryland"", ""North Carolina""]",4,3,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_05963,images/train/train_05963.png,What is the name of the colony shown?,"[""Maryland"", ""North Carolina"", ""Georgia"", ""South Carolina""]",4,1,,,The colony is North Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_03391,images/train/train_03391.png,What is the name of the colony shown?,"[""Massachusetts"", ""North Carolina"", ""New Jersey"", ""Ohio""]",4,1,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10955,images/train/train_10955.png,What is the name of the colony shown?,"[""North Carolina"", ""Iowa"", ""Virginia"", ""New Hampshire""]",4,0,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_11978,images/train/train_11978.png,What is the name of the colony shown?,"[""North Carolina"", ""Georgia"", ""Virginia"", ""South Carolina""]",4,0,,,The colony is North Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_01527,images/train/train_01527.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""camel"", ""Amazon milk frog""]",2,0,"Fennec foxes live in the Sahara Desert of Africa. The  is adapted to be camouflaged in a sandy desert.
Figure: fennec fox.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the fennec fox.
The fennec fox has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The camel has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert.
The Amazon milk frog has blue-and-brown skin. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_02043,images/train/train_02043.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""lichen katydid"", ""thorny devil""]",2,1,"Fennec foxes live in the Sahara Desert of Africa. The  is adapted to be camouflaged in a sandy desert.
Figure: fennec fox.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the fennec fox.
The fennec fox has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The thorny devil has a yellow-and-brown body. It is adapted to be camouflaged in a sandy desert.
The lichen katydid has green and white patches on its body. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_08710,images/train/train_08710.png,Is celestine a mineral or a rock?,"[""mineral"", ""rock""]",2,0,"Celestine has the following properties:
naturally occurring
fixed crystal structure
pure substance
not made by living things
solid
non-metallic luster","Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!","Celestine has all the properties of a mineral. So, celestine is a mineral.",closed choice,grade8,natural science,earth-science,Rocks and minerals,Identify rocks and minerals
train_11959,images/train/train_11959.png,What is the name of the colony shown?,"[""North Carolina"", ""Georgia"", ""Virginia"", ""South Carolina""]",4,3,,,The colony is South Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_05404,images/train/train_05404.png,What is the name of the colony shown?,"[""South Carolina"", ""Illinois"", ""Maryland"", ""North Carolina""]",4,0,,,The colony is South Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10733,images/train/train_10733.png,What is the name of the colony shown?,"[""South Carolina"", ""Virginia"", ""Rhode Island"", ""Maryland""]",4,0,,,The colony is South Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_09394,images/train/train_09394.png,What is the name of the colony shown?,"[""Georgia"", ""South Carolina"", ""North Carolina"", ""Florida""]",4,1,,,The colony is South Carolina.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_04835,images/train/train_04835.png,What is the name of the colony shown?,"[""South Carolina"", ""Pennsylvania"", ""Indiana"", ""Rhode Island""]",4,0,,,The colony is South Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_00251,images/train/train_00251.png,What is the name of the colony shown?,"[""South Carolina"", ""North Carolina"", ""Virginia"", ""Florida""]",4,0,,,The colony is South Carolina.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_12251,images/train/train_12251.png,What is the name of the colony shown?,"[""Maryland"", ""South Carolina"", ""New Jersey"", ""Iowa""]",4,1,,,The colony is South Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_11394,images/train/train_11394.png,What is the name of the colony shown?,"[""Illinois"", ""North Carolina"", ""South Carolina"", ""Iowa""]",4,2,,,The colony is South Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_09314,images/train/train_09314.png,"Is a clothespin a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,0,,"Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
When matter is a gas, it spreads out to fill a space.
Many gases are invisible. So, you can’t see them. Air is a gas.","A clothespin is a solid. A solid has a size and shape of its own.
You can open or close a clothespin. But it will still have a size and shape of its own.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
train_00630,images/train/train_00630.png,What is the name of the colony shown?,"[""North Carolina"", ""Indiana"", ""Virginia"", ""West Virginia""]",4,2,,,"The colony is Virginia.
The Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_12368,images/train/train_12368.png,What is the name of the colony shown?,"[""West Virginia"", ""Virginia"", ""Delaware"", ""North Carolina""]",4,1,,,"The colony is Virginia.
The Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.",closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10365,images/train/train_10365.png,What is the name of the colony shown?,"[""West Virginia"", ""Kentucky"", ""Rhode Island"", ""Virginia""]",4,3,,,"The colony is Virginia.
The Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.",closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_06343,images/train/train_06343.png,What is the name of the colony shown?,"[""Wisconsin"", ""West Virginia"", ""Virginia"", ""New Hampshire""]",4,2,,,"The colony is Virginia.
The Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_07196,images/train/train_07196.png,What is the name of the colony shown?,"[""South Carolina"", ""West Virginia"", ""Virginia"", ""Pennsylvania""]",4,2,,,"The colony is Virginia.
The Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_00089,images/train/train_00089.png,What is the name of the colony shown?,"[""New Jersey"", ""Virginia"", ""West Virginia"", ""Indiana""]",4,1,,,"The colony is Virginia.
The Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_12443,images/train/train_12443.png,Which three months have over 200millimeters of precipitation in Singapore?,"[""February, March, and April"", ""May, June, and July"", ""November, December, and January""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Singapore, look at the graph.
Choice ""Jan"" is incorrect.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""Apr"" is incorrect.
Choice ""May"" is incorrect.
Choice ""Jun"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
November, December, and January each have over 200 millimeters of precipitation.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_05010,images/train/train_05010.png,What is the name of the colony shown?,"[""Vermont"", ""New York"", ""Iowa"", ""New Jersey""]",4,1,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_08892,images/train/train_08892.png,What is the name of the colony shown?,"[""New Jersey"", ""New York"", ""Iowa"", ""Florida""]",4,1,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_06419,images/train/train_06419.png,What is the name of the colony shown?,"[""New York"", ""Virginia"", ""New Jersey"", ""Vermont""]",4,0,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_11738,images/train/train_11738.png,What is the name of the colony shown?,"[""Vermont"", ""New York"", ""Iowa"", ""New Jersey""]",4,1,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_12666,images/train/train_12666.png,What is the name of the colony shown?,"[""Virginia"", ""South Carolina"", ""New York"", ""Vermont""]",4,2,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_03611,images/train/train_03611.png,What is the name of the colony shown?,"[""Pennsylvania"", ""Rhode Island"", ""New York"", ""Ohio""]",4,2,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_11438,images/train/train_11438.png,What is the name of the colony shown?,"[""Vermont"", ""New York"", ""Virginia"", ""South Carolina""]",4,1,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_09963,images/train/train_09963.png,What is the name of the colony shown?,"[""New York"", ""South Carolina"", ""Vermont"", ""Pennsylvania""]",4,0,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_01522,images/train/train_01522.png,What is the name of the colony shown?,"[""New York"", ""Mississippi"", ""Connecticut"", ""West Virginia""]",4,0,,,"The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_07482,images/train/train_07482.png,What is the name of the colony shown?,"[""Rhode Island"", ""North Carolina"", ""Pennsylvania"", ""Florida""]",4,2,,,The colony is Pennsylvania.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10671,images/train/train_10671.png,What is the name of the colony shown?,"[""New Jersey"", ""Connecticut"", ""New York"", ""Pennsylvania""]",4,3,,,The colony is Pennsylvania.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_02432,images/train/train_02432.png,What is the name of the colony shown?,"[""Pennsylvania"", ""Illinois"", ""West Virginia"", ""Rhode Island""]",4,0,,,The colony is Pennsylvania.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_12113,images/train/train_12113.png,What is the name of the colony shown?,"[""New Jersey"", ""New York"", ""Massachusetts"", ""Pennsylvania""]",4,3,,,The colony is Pennsylvania.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_06793,images/train/train_06793.png,What is the name of the colony shown?,"[""Pennsylvania"", ""New York"", ""New Jersey"", ""Kentucky""]",4,0,,,The colony is Pennsylvania.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_09136,images/train/train_09136.png,What is the name of the colony shown?,"[""Georgia"", ""Massachusetts"", ""New Hampshire"", ""Rhode Island""]",4,0,,,The colony is Georgia.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_12630,images/train/train_12630.png,What is the name of the colony shown?,"[""Indiana"", ""Georgia"", ""Rhode Island"", ""North Carolina""]",4,1,,,The colony is Georgia.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_09611,images/train/train_09611.png,What is the name of the colony shown?,"[""Delaware"", ""Georgia"", ""New York"", ""North Carolina""]",4,1,,,The colony is Georgia.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_05019,images/train/train_05019.png,What is the name of the colony shown?,"[""Maryland"", ""Georgia"", ""New Jersey"", ""North Carolina""]",4,1,,,The colony is Georgia.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_04742,images/train/train_04742.png,What is the name of the colony shown?,"[""New Hampshire"", ""Maryland"", ""Georgia"", ""South Carolina""]",4,2,,,The colony is Georgia.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_04555,images/train/train_04555.png,Which of these cities is marked on the map?,"[""Nashville"", ""Austin"", ""Memphis"", ""New Orleans""]",4,0,,,"The city is Nashville, Tennessee. Austin, New Orleans, and Memphis are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Southeast
train_04993,images/train/train_04993.png,What is the name of the colony shown?,"[""South Carolina"", ""Indiana"", ""Rhode Island"", ""Georgia""]",4,3,,,The colony is Georgia.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_11815,images/train/train_11815.png,What is the name of the colony shown?,"[""Iowa"", ""Rhode Island"", ""Georgia"", ""North Carolina""]",4,2,,,The colony is Georgia.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_05186,images/train/train_05186.png,What is the name of the colony shown?,"[""Massachusetts"", ""Georgia"", ""North Carolina"", ""South Carolina""]",4,1,,,The colony is Georgia.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_09339,images/train/train_09339.png,Which of these cities is marked on the map?,"[""Houston"", ""New Orleans"", ""Nashville"", ""Dallas""]",4,3,,,"The city is Dallas, Texas. New Orleans, Houston, and Nashville are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Southeast
train_11733,images/train/train_11733.png,Which three months have over 200millimeters of precipitation in Singapore?,"[""November, December, and January"", ""August, September, and October"", ""February, March, and April""]",3,0,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Singapore, look at the graph.
Choice ""Jan"" is incorrect.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""Apr"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""Sep"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
November, December, and January each have over 200 millimeters of precipitation.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_07328,images/train/train_07328.png,Which of these cities is marked on the map?,"[""New Orleans"", ""Houston"", ""Dallas"", ""Atlanta""]",4,0,,,"The city is New Orleans, Louisiana. Houston, Atlanta, and Dallas are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Southeast
train_00698,images/train/train_00698.png,Which of these cities is marked on the map?,"[""Atlanta"", ""Houston"", ""New Orleans"", ""Memphis""]",4,3,,,"The city is Memphis, Tennessee. New Orleans, Houston, and Atlanta are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Southeast
train_00885,images/train/train_00885.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""lechwe"", ""flamboyant cuttlefish""]",2,1,"Golden dart frogs have poisonous glands in their brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: golden dart frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the golden dart frog.
The golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
The lechwe has light-brown fur covering its skin. Its skin is not adapted to be a warning sign that wards off predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_06063,images/train/train_06063.png,Which bird's beak is also adapted to filter through mud?,"[""Canada goose"", ""Alexandrine parakeet""]",2,0,"Northern pintails eat plants that grow underwater or in mud. The shape of the 's beak is adapted to filter through mud for food.
The  gathers muddy water in its beak and then pushes it out through gaps along the sides. Bits of food, such as plant roots, are left behind inside the pintail's beak.
Figure: northern pintail.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the northern pintail.
The northern pintail has a wide, flat beak. Its beak is adapted to filter through mud. The northern pintail gathers muddy water in its beak. Then, it pushes the water out through gaps along the sides of the beak. Bits of food, such as plant roots, are left behind inside the pintail's beak.
Now look at each bird. Figure out which bird has a similar adaptation.
The Canada goose has a wide, flat beak. Its beak is adapted to filter through mud.
The Alexandrine parakeet has a thick hooked beak. Its beak is not adapted to filter through mud. The Alexandrine parakeet uses its beak to crack open large, hard nuts.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_12319,images/train/train_12319.png,Which bird's beak is also adapted to filter through mud?,"[""common nighthawk"", ""black swan""]",2,1,"Northern pintails eat plants that grow underwater or in mud. The shape of the 's beak is adapted to filter through mud for food.
The  gathers muddy water in its beak and then pushes it out through gaps along the sides. Bits of food, such as plant roots, are left behind inside the pintail's beak.
Figure: northern pintail.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the northern pintail.
The northern pintail has a wide, flat beak. Its beak is adapted to filter through mud. The northern pintail gathers muddy water in its beak. Then, it pushes the water out through gaps along the sides of the beak. Bits of food, such as plant roots, are left behind inside the pintail's beak.
Now look at each bird. Figure out which bird has a similar adaptation.
The black swan has a wide, flat beak. Its beak is adapted to filter through mud.
The common nighthawk has a short, thin beak. Its beak is not adapted to filter through mud. The common nighthawk uses its beak to eat insects and other small invertebrates.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_06247,images/train/train_06247.png,What is the name of the colony shown?,"[""Vermont"", ""Rhode Island"", ""Kentucky"", ""New Hampshire""]",4,3,,,"The colony is New Hampshire.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_00946,images/train/train_00946.png,What is the name of the colony shown?,"[""Ohio"", ""Michigan"", ""West Virginia"", ""New Hampshire""]",4,3,,,"The colony is New Hampshire.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_03164,images/train/train_03164.png,What is the name of the colony shown?,"[""New Hampshire"", ""North Carolina"", ""Vermont"", ""Connecticut""]",4,0,,,"The colony is New Hampshire.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10691,images/train/train_10691.png,What is the name of the colony shown?,"[""Rhode Island"", ""Pennsylvania"", ""New Hampshire"", ""Ohio""]",4,2,,,"The colony is New Hampshire.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_03078,images/train/train_03078.png,What is the name of the colony shown?,"[""Rhode Island"", ""Ohio"", ""New Hampshire"", ""Vermont""]",4,2,,,"The colony is New Hampshire.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.",closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_04375,images/train/train_04375.png,What is the name of the colony shown?,"[""New York"", ""Delaware"", ""South Carolina"", ""Maryland""]",4,3,,,The colony is Maryland.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_10501,images/train/train_10501.png,What is the name of the colony shown?,"[""Virginia"", ""Maryland"", ""Washington, D.C."", ""Maine""]",4,1,,,The colony is Maryland.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_12058,images/train/train_12058.png,What is the name of the colony shown?,"[""Virginia"", ""Mississippi"", ""Washington, D.C."", ""Maryland""]",4,3,,,The colony is Maryland.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_12675,images/train/train_12675.png,What is the name of the colony shown?,"[""Tennessee"", ""Washington, D.C."", ""Maryland"", ""Georgia""]",4,2,,,The colony is Maryland.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_10802,images/train/train_10802.png,What is the name of the colony shown?,"[""Maryland"", ""Virginia"", ""Washington, D.C."", ""Illinois""]",4,0,,,The colony is Maryland.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_12415,images/train/train_12415.png,What is the name of the colony shown?,"[""Maryland"", ""New Hampshire"", ""South Carolina"", ""Georgia""]",4,0,,,The colony is Maryland.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_03912,images/train/train_03912.png,What is the name of the colony shown?,"[""Vermont"", ""New York"", ""New Jersey"", ""Mississippi""]",4,2,,,The colony is New Jersey.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_08898,images/train/train_08898.png,What is the name of the colony shown?,"[""New York"", ""Massachusetts"", ""Mississippi"", ""New Jersey""]",4,3,,,The colony is New Jersey.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10133,images/train/train_10133.png,What is the name of the colony shown?,"[""Iowa"", ""New Jersey"", ""New York"", ""Maryland""]",4,1,,,The colony is New Jersey.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_07167,images/train/train_07167.png,What is the name of the colony shown?,"[""New York"", ""Maryland"", ""Tennessee"", ""New Jersey""]",4,3,,,The colony is New Jersey.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_00217,images/train/train_00217.png,What is the name of the colony shown?,"[""Maryland"", ""New Jersey"", ""Rhode Island"", ""Delaware""]",4,1,,,The colony is New Jersey.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_01064,images/train/train_01064.png,What is the name of the colony shown?,"[""New York"", ""Iowa"", ""New Jersey"", ""Connecticut""]",4,2,,,The colony is New Jersey.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_07665,images/train/train_07665.png,What is the name of the colony shown?,"[""Delaware"", ""Pennsylvania"", ""New York"", ""New Jersey""]",4,3,,,The colony is New Jersey.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_02769,images/train/train_02769.png,What is the name of the colony shown?,"[""Massachusetts"", ""New York"", ""New Jersey"", ""Pennsylvania""]",4,2,,,The colony is New Jersey.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_12055,images/train/train_12055.png,What is the name of the colony shown?,"[""New Jersey"", ""Maine"", ""Massachusetts"", ""South Carolina""]",4,0,,,The colony is New Jersey.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_05467,images/train/train_05467.png,What is the name of the colony shown?,"[""Ohio"", ""South Carolina"", ""Delaware"", ""New Jersey""]",4,3,,,The colony is New Jersey.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_04557,images/train/train_04557.png,What is the name of the colony shown?,"[""New Hampshire"", ""New Jersey"", ""Maine"", ""Pennsylvania""]",4,1,,,The colony is New Jersey.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_09561,images/train/train_09561.png,What is the name of the colony shown?,"[""Rhode Island"", ""Massachusetts"", ""Connecticut"", ""New Hampshire""]",4,2,,,The colony is Connecticut.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_11208,images/train/train_11208.png,What is the name of the colony shown?,"[""South Carolina"", ""North Carolina"", ""Connecticut"", ""Georgia""]",4,2,,,The colony is Connecticut.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_07830,images/train/train_07830.png,What is the name of the colony shown?,"[""New Jersey"", ""North Carolina"", ""Connecticut"", ""Pennsylvania""]",4,2,,,The colony is Connecticut.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_06987,images/train/train_06987.png,What is the name of the colony shown?,"[""Pennsylvania"", ""Connecticut"", ""New Jersey"", ""South Carolina""]",4,1,,,The colony is Connecticut.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_04159,images/train/train_04159.png,What is the name of the colony shown?,"[""Connecticut"", ""North Carolina"", ""New Hampshire"", ""Massachusetts""]",4,0,,,The colony is Connecticut.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_03589,images/train/train_03589.png,What is the name of the colony shown?,"[""Wisconsin"", ""Delaware"", ""New Hampshire"", ""New York""]",4,1,,,The colony is Delaware.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_10806,images/train/train_10806.png,What is the name of the colony shown?,"[""New Hampshire"", ""Alabama"", ""North Carolina"", ""Delaware""]",4,3,,,The colony is Delaware.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_08159,images/train/train_08159.png,What is the name of the colony shown?,"[""Delaware"", ""Rhode Island"", ""New York"", ""Pennsylvania""]",4,0,,,The colony is Delaware.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_00789,images/train/train_00789.png,What is the name of the colony shown?,"[""Iowa"", ""Delaware"", ""New Jersey"", ""New York""]",4,1,,,The colony is Delaware.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_11755,images/train/train_11755.png,What is the name of the colony shown?,"[""Delaware"", ""North Carolina"", ""New Jersey"", ""Florida""]",4,0,,,The colony is Delaware.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_09570,images/train/train_09570.png,What is the name of the colony shown?,"[""Delaware"", ""New York"", ""New Jersey"", ""Pennsylvania""]",4,0,,,The colony is Delaware.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_11376,images/train/train_11376.png,What is the name of the colony shown?,"[""Delaware"", ""New Jersey"", ""New York"", ""Iowa""]",4,0,,,The colony is Delaware.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_02673,images/train/train_02673.png,Which of the following fossils is younger? Select the more likely answer.,"[""ginkgo leaf"", ""mammal tooth""]",2,1,This diagram shows fossils in an undisturbed sedimentary rock sequence.,"A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.
Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.
The relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.","Look again at the fossils in the rock sequence diagram.
Compare the positions of these fossils to determine which one is younger:
The mammal tooth fossil is in a shallower layer in the rock sequence than the ginkgo leaf fossil. So, the mammal tooth fossil is most likely younger than the ginkgo leaf fossil.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
train_01069,images/train/train_01069.png,What is the name of the colony shown?,"[""Michigan"", ""Rhode Island"", ""West Virginia"", ""Connecticut""]",4,1,,,The colony is Rhode Island.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10104,images/train/train_10104.png,What is the name of the colony shown?,"[""Tennessee"", ""New Jersey"", ""Rhode Island"", ""Virginia""]",4,2,,,The colony is Rhode Island.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_11924,images/train/train_11924.png,What is the name of the colony shown?,"[""Connecticut"", ""Rhode Island"", ""New Jersey"", ""Wisconsin""]",4,1,,,The colony is Rhode Island.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_03228,images/train/train_03228.png,What is the name of the colony shown?,"[""Rhode Island"", ""Tennessee"", ""New Hampshire"", ""Florida""]",4,0,,,The colony is Rhode Island.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_10629,images/train/train_10629.png,What is the name of the colony shown?,"[""South Carolina"", ""Rhode Island"", ""Wisconsin"", ""Delaware""]",4,1,,,The colony is Rhode Island.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_11484,images/train/train_11484.png,What is the name of the colony shown?,"[""Ohio"", ""Pennsylvania"", ""New Jersey"", ""Rhode Island""]",4,3,,,The colony is Rhode Island.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_10181,images/train/train_10181.png,What is the name of the colony shown?,"[""Connecticut"", ""West Virginia"", ""Maryland"", ""Rhode Island""]",4,3,,,The colony is Rhode Island.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_04233,images/train/train_04233.png,What is the name of the colony shown?,"[""Rhode Island"", ""Pennsylvania"", ""South Carolina"", ""Massachusetts""]",4,0,,,The colony is Rhode Island.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_06781,images/train/train_06781.png,Which of the following fossils is older? Select the more likely answer.,"[""dinosaur footprint"", ""palm leaf""]",2,0,This diagram shows fossils in an undisturbed sedimentary rock sequence.,"A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.
Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.
The relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.","Look again at the fossils in the rock sequence diagram.
Compare the positions of these fossils to determine which one is older:
The dinosaur footprint fossil is in a deeper layer in the rock sequence than the palm leaf fossil. So, the dinosaur footprint fossil is most likely older than the palm leaf fossil.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
train_03698,images/train/train_03698.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""fennec fox"", ""blue poison dart frog""]",2,0,"Camels live in dry places such as deserts. The  is adapted to be camouflaged in a sandy desert.
Figure: camel.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the camel.
The camel has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The fennec fox has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert.
The blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_01273,images/train/train_01273.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""puffin"", ""purple honeycreeper""]",2,1,"Bronzy sunbirds live in the coastal and hilly areas of Southern Africa. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: bronzy sunbird.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the bronzy sunbird.
The bronzy sunbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The bronzy sunbird's long, thin beak can reach deep into the flowers.
Now look at each bird. Figure out which bird has a similar adaptation.
The purple honeycreeper has a long, thin beak. Its beak is adapted to get nectar out of long flowers.
The puffin has a short beak with a sharp tip. Its beak is not adapted to get nectar out of long flowers. The puffin uses its beak to catch fish.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_02928,images/train/train_02928.png,Which animal's mouth is also adapted to get insects out of burrows?,"[""Steller sea lion"", ""aardvark""]",2,1,"Giant anteaters eat insects such as ants and termites. These insects often live in holes called burrows. The anteater's mouth is adapted to get insects out of burrows.
Figure: giant anteater.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.","Look at the picture of the giant anteater.
A tube-shaped snout helps the giant anteater reach into a burrow. A long, sticky tongue helps it catch the insects.
Now look at each animal. Figure out which animal has a similar adaptation.
The aardvark has a tube-shaped mouth and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.
The Steller sea lion has a short, wide snout. Its mouth is not adapted to get insects out of burrows. The Steller sea lion uses its mouth to eat fish.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_04917,images/train/train_04917.png,"Complete the sentence.
A pine seed can grow into ().","[""pollen"", ""a male cone"", ""a new plant""]",3,2,Pine seeds grow inside of pinecones.,"Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?
Conifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.
The seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.","A seed can germinate and grow into a new plant.
The new plant can grow male cones and pollen. But a seed does not grow into a male cone or pollen.",closed choice,grade4,natural science,biology,Plants,Describe and construct conifer life cycles
train_09796,images/train/train_09796.png,How are sloths able to hang on to trees?,"[""Their claws are like hooks."", ""Their fur is sticky.""]",2,0,"Read the passage about sloths and algae.
Sloths spend most of their lives up in trees. Their long claws, shaped like hooks, help them hang on to the branches. Sloths eat and sleep in trees, sometimes hanging upside down.
Sloths don't move a whole lot. Sometimes algae, tiny green plants, grow on their fur. Algae can make sloths look green! This helps sloths hide from other animals in the trees. Algae are also a tasty treat for sloths. A hungry sloth might eat some of its own algae for a snack!",,"Look at the passage. It tells you how sloths are able to hang on to trees.
Sloths spend most of their lives up in trees. Their long claws, shaped like hooks, help them hang on to the branches. Sloths eat and sleep in trees, sometimes hanging upside down.",closed choice,grade2,language science,reading-comprehension,Independent reading comprehension,Read and understand informational passages
train_08672,images/train/train_08672.png,Which animal's mouth is also adapted to get insects out of burrows?,"[""proboscis monkey"", ""tamandua""]",2,1,"Long-beaked echidnas eat animals such as insects. These insects often live in holes called burrows. The echidna's mouth is adapted to get insects out of burrows.
Figure: long-beaked echidna.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.","Look at the picture of the long-beaked echidna.
A tube-shaped snout helps the long-beaked echidna reach into a burrow. A long, sticky tongue helps it catch the insects.
Now look at each animal. Figure out which animal has a similar adaptation.
The tamandua has a tube-shaped snout and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.
The proboscis monkey has a short, wide snout. Its mouth is not adapted to get insects out of burrows. The proboscis monkey uses its mouth to eat leaves and fruit.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
train_00404,images/train/train_00404.png,Which animal's feet are also adapted to walk on snow and ice?,"[""Siberian tiger"", ""horse""]",2,0,"Many s live in areas with cold, snowy winters. The 's feet are adapted for walking on snow and ice.
Figure: brown bear.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the brown bear.
The brown bear has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the brown bear's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.
Now look at each animal. Figure out which animal has a similar adaptation.
The Siberian tiger has furry feet with large pads. Its feet are adapted to walk on snow and ice.
The horse has hooves. Its feet are not adapted to walk on snow and ice. The horse uses its feet to walk and run on surfaces covered by soil.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_03502,images/train/train_03502.png,Which of these cities is marked on the map?,"[""Phoenix"", ""Las Vegas"", ""Denver"", ""San Jose""]",4,0,,,"The city is Phoenix, Arizona. Denver, San Jose, and Las Vegas are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the West
train_07190,images/train/train_07190.png,Which of these cities is marked on the map?,"[""Denver"", ""Portland"", ""Los Angeles"", ""San Francisco""]",4,2,,,"The city is Los Angeles, California. Denver, Portland, and San Francisco are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the West
train_06957,images/train/train_06957.png,Which of these cities is marked on the map?,"[""Portland"", ""San Jose"", ""Las Vegas"", ""Denver""]",4,3,,,"The city is Denver, Colorado. San Jose, Portland, and Las Vegas are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the West
train_06366,images/train/train_06366.png,Which animal's skin is better adapted to hurt an attacking predator?,"[""porcupine"", ""ring-necked pheasant""]",2,0,"Echidnas have sharp spines covering much of their skin. These spines are called quills. The skin of the  is adapted to hurt an attacking predator.
Figure: echidna.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the echidna.
The echidna has sharp spines on its skin. Its skin is adapted to hurt an attacking predator. The spines can harm a predator that tries to bite the echidna.
Now look at each animal. Figure out which animal has a similar adaptation.
The porcupine has sharp spines on its skin. Its skin is adapted to hurt an attacking predator.
The ring-necked pheasant has soft feathers covering its skin. Its skin is not adapted for hurting an attacking predator.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_12420,images/train/train_12420.png,Which animal's skin is better adapted to hurt an attacking predator?,"[""thorny devil"", ""European robin""]",2,0,"Echidnas have sharp spines covering much of their skin. These spines are called quills. The skin of the  is adapted to hurt an attacking predator.
Figure: echidna.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the echidna.
The echidna has sharp spines on its skin. Its skin is adapted to hurt an attacking predator. The spines can harm a predator that tries to bite the echidna.
Now look at each animal. Figure out which animal has a similar adaptation.
The thorny devil has sharp spines on its skin. Its skin is adapted to hurt an attacking predator.
The European robin has soft feathers covering its skin. Its skin is not adapted for hurting an attacking predator.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_10416,images/train/train_10416.png,Which two months have the lowest average precipitation in Salt Lake City?,"[""November and December"", ""September and October"", ""July and August""]",3,2,Use the graph to answer the question below.,"Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.","To describe the average precipitation trends in Salt Lake City, look at the graph.
Choice ""Jul"" is incorrect.
Choice ""Aug"" is incorrect.
Choice ""Sep"" is incorrect.
Choice ""Oct"" is incorrect.
Choice ""Nov"" is incorrect.
Choice ""Dec"" is incorrect.
July and August each have an average precipitation of less than 1 inch. All other months have a higher average precipitation.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
train_01430,images/train/train_01430.png,Which animal's skin is also adapted for survival in cold places?,"[""hairy armadillo"", ""polar bear""]",2,1,"Arctic wolves live in the Canadian Arctic and Greenland. The 's skin is adapted to help the animal survive in cold places.
Figure: Arctic wolf.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the Arctic wolf.
The Arctic wolf has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic wolf uses its fur to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
The polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places.
The hairy armadillo has scales covering much of its skin. Its skin is not adapted for survival in cold places.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_00912,images/train/train_00912.png,Which animal is also adapted to be camouflaged among dead leaves?,"[""fantastic leaf-tailed gecko"", ""Arctic wolf""]",2,0,"Leaf-mimic grasshoppers live in tropical forests around the world. This grasshopper is adapted to be camouflaged among dead leaves.
Figure: leaf-mimic grasshopper.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the leaf-mimic grasshopper.
The leaf-mimic grasshopper has a reddish-brown body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The fantastic leaf-tailed gecko has reddish-brown skin and a leaf-shaped tail. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.
This Arctic wolf has white fur covering its body. It is not adapted to be camouflaged among dead leaves.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_01301,images/train/train_01301.png,Which of the following fossils is older? Select the more likely answer.,"[""mammal tooth"", ""ginkgo leaf""]",2,0,This diagram shows fossils in an undisturbed sedimentary rock sequence.,"A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.
Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.
The relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.","Look again at the fossils in the rock sequence diagram.
Compare the positions of these fossils to determine which one is older:
The mammal tooth fossil is in a deeper layer in the rock sequence than the ginkgo leaf fossil. So, the mammal tooth fossil is most likely older than the ginkgo leaf fossil.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
train_10725,images/train/train_10725.png,Is native gold a mineral or a rock?,"[""mineral"", ""rock""]",2,0,"Native gold has the following properties:
metallic luster
made of the metal gold
found in nature
fixed crystal structure
not made by living things
solid","Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!","Native gold has all the properties of a mineral. So, native gold is a mineral.",closed choice,grade8,natural science,earth-science,Rocks and minerals,Identify rocks and minerals
train_03887,images/train/train_03887.png,Which animal's feet are also adapted to walk on snow and ice?,"[""Eurasian lynx"", ""tokay gecko""]",2,0,"Polar bears live in cold, snowy areas near the Arctic Ocean. The 's feet are adapted for walking on snow and ice.
Figure: polar bear.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.","Look at the picture of the polar bear.
The polar bear has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the polar bear's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.
Now look at each animal. Figure out which animal has a similar adaptation.
The Eurasian lynx has furry feet with large pads. Its feet are adapted to walk on snow and ice.
The tokay gecko has wide, sticky toes. Its feet are not adapted to walk on snow and ice. The tokay gecko uses its feet to climb trees and walk on leaves.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: feet and limbs
train_05144,images/train/train_05144.png,Which animal's skin is also adapted for survival in cold places?,"[""caribou"", ""fantastic leaf-tailed gecko""]",2,0,"Polar bears live in and around the cold Arctic Ocean. The 's skin is adapted to help the animal survive in cold places.
Figure: polar bear.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the polar bear.
The polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
During the winter, the caribou has thick fur covering its skin. Its skin is adapted for survival in cold places.
The fantastic leaf-tailed gecko has thin skin covering its body. Its skin is not adapted for survival in cold places.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_08028,images/train/train_08028.png,Which animal's skin is also adapted for survival in cold places?,"[""naked mole rat"", ""musk ox""]",2,1,"Polar bears live in and around the cold Arctic Ocean. The 's skin is adapted to help the animal survive in cold places.
Figure: polar bear.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the polar bear.
The polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
The musk ox has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places.
The naked mole rat has thin skin covering its body. Its skin is not adapted for survival in cold places.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_03010,images/train/train_03010.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""camel"", ""collared tree runner""]",2,0,"Horned vipers live in the deserts of Africa and the Middle East. The  is adapted to be camouflaged in a sandy desert.
Figure: horned viper.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the horned viper.
The horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The camel has sand-colored fur covering its skin. It is adapted to be camouflaged in a sandy desert.
The collared tree runner has a green, brown, and yellow body. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_05778,images/train/train_05778.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""thorny devil"", ""leaf insect""]",2,0,"Horned vipers live in the deserts of Africa and the Middle East. The  is adapted to be camouflaged in a sandy desert.
Figure: horned viper.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the horned viper.
The horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The thorny devil has a yellow-and-brown body. It is adapted to be camouflaged in a sandy desert.
The leaf insect has a green leaf-shaped body. It is not adapted to be camouflaged in a sandy desert.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_02454,images/train/train_02454.png,Which animal is also adapted to be camouflaged among green leaves?,"[""blue poison dart frog"", ""huntsman spider""]",2,1,"Green silver-lines are a type of moth. They are found in Asia and Europe. The  is adapted to be camouflaged among green leaves.
Figure: green silver-line.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the green silver-line.
The green silver-line has a green body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
This huntsman spider has a green body. It is adapted to be camouflaged among green leaves.
The blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged among green leaves.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_11017,images/train/train_11017.png,Which animal is also adapted to be camouflaged among green leaves?,"[""emerald tree boa"", ""black widow spider""]",2,0,"Green silver-lines are a type of moth. They are found in Asia and Europe. The  is adapted to be camouflaged among green leaves.
Figure: green silver-line.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the green silver-line.
The green silver-line has a green body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The emerald tree boa has bright green scales covering its body. It is adapted to be camouflaged among green leaves.
The black widow spider has a red-and-black body. It is not adapted to be camouflaged among green leaves.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_03190,images/train/train_03190.png,What is the name of the colony shown?,"[""Illinois"", ""Connecticut"", ""New Hampshire"", ""Massachusetts""]",4,3,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_09597,images/train/train_09597.png,What is the name of the colony shown?,"[""Massachusetts"", ""Florida"", ""New Jersey"", ""Michigan""]",4,0,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_02234,images/train/train_02234.png,What is the name of the colony shown?,"[""Illinois"", ""West Virginia"", ""Massachusetts"", ""Ohio""]",4,2,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_04518,images/train/train_04518.png,What is the name of the colony shown?,"[""Massachusetts"", ""Georgia"", ""Rhode Island"", ""Maryland""]",4,0,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_00608,images/train/train_00608.png,What is the name of the colony shown?,"[""Connecticut"", ""New York"", ""Massachusetts"", ""Tennessee""]",4,2,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_05970,images/train/train_05970.png,What is the name of the colony shown?,"[""Massachusetts"", ""Connecticut"", ""New York"", ""Kentucky""]",4,0,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_07223,images/train/train_07223.png,What is the name of the colony shown?,"[""West Virginia"", ""Illinois"", ""Massachusetts"", ""Georgia""]",4,2,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_04473,images/train/train_04473.png,What is the name of the colony shown?,"[""New Hampshire"", ""Massachusetts"", ""Connecticut"", ""Wisconsin""]",4,1,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_08909,images/train/train_08909.png,What is the name of the colony shown?,"[""Iowa"", ""Massachusetts"", ""Rhode Island"", ""Michigan""]",4,1,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_11261,images/train/train_11261.png,What is the name of the colony shown?,"[""Rhode Island"", ""Massachusetts"", ""Vermont"", ""Connecticut""]",4,1,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_06255,images/train/train_06255.png,What is the name of the colony shown?,"[""Iowa"", ""Virginia"", ""New York"", ""Massachusetts""]",4,3,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_02407,images/train/train_02407.png,What is the name of the colony shown?,"[""Maryland"", ""South Carolina"", ""Tennessee"", ""Massachusetts""]",4,3,,,"The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.",closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_04311,images/train/train_04311.png,What is the name of the colony shown?,"[""North Carolina"", ""Pennsylvania"", ""Connecticut"", ""Alabama""]",4,0,,,The colony is North Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_07185,images/train/train_07185.png,What is the name of the colony shown?,"[""North Carolina"", ""Illinois"", ""Pennsylvania"", ""Indiana""]",4,0,,,The colony is North Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_03719,images/train/train_03719.png,What is the name of the colony shown?,"[""Virginia"", ""Maryland"", ""Connecticut"", ""North Carolina""]",4,3,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_07739,images/train/train_07739.png,What is the name of the colony shown?,"[""Massachusetts"", ""North Carolina"", ""Michigan"", ""Georgia""]",4,1,,,The colony is North Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_10917,images/train/train_10917.png,What is the name of the colony shown?,"[""Pennsylvania"", ""Tennessee"", ""North Carolina"", ""Maine""]",4,2,,,The colony is North Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_03668,images/train/train_03668.png,What is the name of the colony shown?,"[""Connecticut"", ""Florida"", ""North Carolina"", ""Virginia""]",4,2,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_01451,images/train/train_01451.png,What is the name of the colony shown?,"[""Vermont"", ""Ohio"", ""North Carolina"", ""Massachusetts""]",4,2,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_12338,images/train/train_12338.png,What is the name of the colony shown?,"[""Connecticut"", ""North Carolina"", ""Maryland"", ""Indiana""]",4,1,,,The colony is North Carolina.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
train_07805,images/train/train_07805.png,What is the name of the colony shown?,"[""North Carolina"", ""Virginia"", ""Connecticut"", ""Georgia""]",4,0,,,The colony is North Carolina.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
train_01106,images/train/train_01106.png,Which animal is also adapted to be camouflaged among green leaves?,"[""common hawk-cuckoo"", ""emerald tree boa""]",2,1,"Green tree pythons live in the forests of Southeast Asia. The  is adapted to be camouflaged among green leaves.
Figure: green tree python.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the green tree python.
The green tree python has green scales covering its body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The emerald tree boa has bright green scales covering its body. It is adapted to be camouflaged among green leaves.
The common hawk-cuckoo has a gray head, a gray-and-brown back, and a white belly with a gray-and-brown pattern. It is not adapted to be camouflaged among green leaves.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_11115,images/train/train_11115.png,Which animal is also adapted to be camouflaged among green leaves?,"[""eastern rat snake"", ""green silver-line""]",2,1,"Green tree pythons live in the forests of Southeast Asia. The  is adapted to be camouflaged among green leaves.
Figure: green tree python.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.","Look at the picture of the green tree python.
The green tree python has green scales covering its body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The green silver-line has a green body. It is adapted to be camouflaged among green leaves.
The eastern rat snake has black and tan bands running along its body. It is not adapted to be camouflaged among green leaves.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
train_01196,images/train/train_01196.png,Which ocean is highlighted?,"[""the Pacific Ocean"", ""the Arctic Ocean"", ""the Atlantic Ocean"", ""the Southern Ocean""]",4,0,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade8,social science,geography,Physical Geography,Oceans and continents
train_04632,images/train/train_04632.png,Which ocean is highlighted?,"[""the Atlantic Ocean"", ""the Pacific Ocean"", ""the Arctic Ocean"", ""the Southern Ocean""]",4,1,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade6,social science,geography,Physical Geography,Oceans and continents
train_04583,images/train/train_04583.png,Which ocean is highlighted?,"[""the Pacific Ocean"", ""the Arctic Ocean"", ""the Atlantic Ocean"", ""the Indian Ocean""]",4,0,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade8,social science,geography,Physical Geography,Oceans and continents
train_06135,images/train/train_06135.png,Which ocean is highlighted?,"[""the Southern Ocean"", ""the Atlantic Ocean"", ""the Indian Ocean"", ""the Pacific Ocean""]",4,3,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade7,social science,geography,Physical Geography,Oceans and continents
train_07821,images/train/train_07821.png,Which ocean is highlighted?,"[""the Arctic Ocean"", ""the Pacific Ocean"", ""the Indian Ocean"", ""the Southern Ocean""]",4,1,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade6,social science,geography,Physical Geography,Oceans and continents
train_04871,images/train/train_04871.png,Which ocean is highlighted?,"[""the Indian Ocean"", ""the Southern Ocean"", ""the Atlantic Ocean"", ""the Pacific Ocean""]",4,3,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade7,social science,geography,Physical Geography,Oceans and continents
train_11338,images/train/train_11338.png,Which ocean is highlighted?,"[""the Indian Ocean"", ""the Arctic Ocean"", ""the Pacific Ocean"", ""the Southern Ocean""]",4,2,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade6,social science,geography,Physical Geography,Oceans and continents
train_10977,images/train/train_10977.png,Which ocean is highlighted?,"[""the Arctic Ocean"", ""the Southern Ocean"", ""the Indian Ocean"", ""the Pacific Ocean""]",4,3,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade6,social science,geography,Physical Geography,Oceans and continents
train_04808,images/train/train_04808.png,Which ocean is highlighted?,"[""the Arctic Ocean"", ""the Pacific Ocean"", ""the Southern Ocean"", ""the Indian Ocean""]",4,1,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade8,social science,geography,Physical Geography,Oceans and continents
train_00193,images/train/train_00193.png,Which ocean is highlighted?,"[""the Atlantic Ocean"", ""the Pacific Ocean"", ""the Southern Ocean"", ""the Indian Ocean""]",4,1,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade6,social science,geography,Physical Geography,Oceans and continents
train_08713,images/train/train_08713.png,Which ocean is highlighted?,"[""the Pacific Ocean"", ""the Arctic Ocean"", ""the Southern Ocean"", ""the Atlantic Ocean""]",4,0,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade8,social science,geography,Physical Geography,Oceans and continents
train_07082,images/train/train_07082.png,Which ocean is highlighted?,"[""the Atlantic Ocean"", ""the Pacific Ocean"", ""the Indian Ocean"", ""the Arctic Ocean""]",4,1,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade7,social science,geography,Physical Geography,Oceans and continents
train_01231,images/train/train_01231.png,Which ocean is highlighted?,"[""the Pacific Ocean"", ""the Indian Ocean"", ""the Southern Ocean"", ""the Atlantic Ocean""]",4,0,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade8,social science,geography,Physical Geography,Oceans and continents
train_00804,images/train/train_00804.png,Which ocean is highlighted?,"[""the Pacific Ocean"", ""the Arctic Ocean"", ""the Southern Ocean"", ""the Atlantic Ocean""]",4,0,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade8,social science,geography,Physical Geography,Oceans and continents
train_00236,images/train/train_00236.png,Which ocean is highlighted?,"[""the Arctic Ocean"", ""the Southern Ocean"", ""the Pacific Ocean"", ""the Atlantic Ocean""]",4,2,,"Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.",This is the Pacific Ocean.,closed choice,grade6,social science,geography,Physical Geography,Oceans and continents
train_11212,images/train/train_11212.png,"Which bird's beak is also adapted to crack large, hard nuts?","[""spotted dove"", ""hyacinth macaw""]",2,1,"s eat large seeds and nuts. The shape of the 's beak is adapted to crack open large, hard nuts.
Figure: Alexandrine parakeet.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.","Look at the picture of the Alexandrine parakeet.
The Alexandrine parakeet has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The Alexandrine parakeet uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.
Now look at each bird. Figure out which bird has a similar adaptation.
The hyacinth macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts.
The spotted dove has a short, thin beak. Its beak is not adapted to crack large, hard nuts.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"