id,image_path,question,choices,num_choices,answer,hint,lecture,solution,task,grade,subject,topic,category,skill
val_00671,images/val/val_00671.png,"Why might covering its eggs with its body increase the reproductive success of a snail leech? Complete the claim below that answers this question and is best supported by the passage.
Covering its eggs with its body increases the chances that ().","[""the leech's eggs will hatch"", ""the leech will not eat for up to a week"", ""the leech will fight a water snail""]",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.

The snail leech is a type of worm that often lives in freshwater streams. After  reproduces, it attaches its eggs to a rock at the bottom of the stream. The leech then flattens its body over its eggs to protect them. The leech protects its eggs until they hatch, which takes four to seven days. During this time, the leech does not leave the eggs or eat.
Water snails are predators that eat leech eggs. The snails easily eat eggs that are not covered by an adult leech. But snails cannot easily get to eggs that are covered by a leech.
Figure: a snail leech.","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 covering its eggs with its body. Use this information to determine why this behavior can increase the reproductive success of the snail leech.
Choice ""The snail leech is a type of worm that often lives in freshwater streams. After a snail leech reproduces, it attaches its eggs to a rock at the bottom of the stream. The leech then flattens its body over its eggs to protect them. The leech protects its eggs until they hatch, which takes four to seven days. During this time, the leech does not leave the eggs or eat."" is incorrect.
Choice ""Water snails are predators that eat leech eggs. The snails easily eat eggs that are not covered by an adult leech. But snails cannot easily get to eggs that are covered by a leech."" is incorrect.
Choice ""Choice ""Covering its eggs with its body increases the chances that the leech's eggs will hatch."" is incorrect."" is correct.
Choice ""According to the underlined text, it is harder for water snails to eat eggs when the eggs are covered by a leech. So, by covering its eggs, the leech decreases the chances that snails will eat its eggs. This increases the chances that the leech's eggs will hatch, which can increase the leech's reproductive success."" is incorrect.
Choice ""Choice ""Covering its eggs with its body increases the chances that the leech will not eat for up to a week."" is incorrect."" is incorrect.
Choice ""Covering its eggs with its body will increase the chances that the leech will not eat. But the passage does not support the claim that the leech can increase its reproductive success by not eating. Not eating could harm or kill the leech. This could decrease its reproductive success."" is incorrect.
Choice ""Choice ""Covering its eggs with its body increases the chances that the leech will fight a water snail."" is incorrect."" is incorrect.
Choice ""To increase its reproductive success, the leech needs to have offspring that survive to reproduce. Fighting a water snail does not directly increase the leech's chances of producing offspring that survive to reproduce. So, fighting a water snail is not why covering its eggs increases the leech'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
val_04111,images/val/val_04111.png,"Why might fanning eggs increase the reproductive success of a male fifteen-spined stickleback? Complete the claim below that answers this question and is best supported by the passage.
Fanning eggs increases the chances that ().","[""the male will build a nest for females to lay eggs in"", ""the male's offspring will become adults"", ""the male will spend more energy while waving his fins""]",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.

Fifteen-spined sticklebacks are small fish that live in the northeastern Atlantic Ocean. Male sticklebacks build nests for their eggs. Then, the males mate with multiple females. After a male mates with a female, she lays eggs in the male's nest and then leaves. The male guards his nest until the eggs hatch. As he guards the nest, he waves his fins near the eggs for short periods of time. This behavior is called fanning.
By fanning his nest, a male stickleback can help bring fresh water and nutrients to the eggs. The more frequently a male fans his eggs, the more eggs hatch.
Figure: a fifteen-spined stickleback.","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 fanning eggs. Use this information to determine why this behavior can increase the reproductive success of the male fifteen-spined stickleback.
Choice ""Fifteen-spined sticklebacks are small fish that live in the northeastern Atlantic Ocean. Male sticklebacks build nests for their eggs. Then, the males mate with multiple females. After a male mates with a female, she lays eggs in the male's nest and then leaves. The male guards his nest until the eggs hatch. As he guards the nest, he waves his fins near the eggs for short periods of time. This behavior is called fanning."" is correct.
Choice ""By fanning his nest, a male stickleback can help bring fresh water and nutrients to the eggs. The more frequently a male fans his eggs, the more eggs hatch."" is incorrect.
Choice ""Choice ""Fanning eggs increases the chances that the male will build a nest for females to lay eggs in."" is incorrect."" is incorrect.
Choice ""Fanning eggs does not affect whether a male builds a nest. Instead, the male builds a nest before he fans his eggs. So, the passage does not support this claim."" is incorrect.
Choice ""Choice ""Fanning eggs increases the chances that the male's offspring will become adults."" is incorrect."" is correct.
Choice ""According to the underlined text, fanning eggs helps bring fresh water and nutrients to the eggs. The more frequently a male stickleback fans his eggs, the more of his eggs hatch. This increases the chances that the male's offspring will become adults, which can increase his reproductive success."" is incorrect.
Choice ""Choice ""Fanning eggs increases the chances that the male will spend more energy while waving his fins."" is incorrect."" is incorrect.
Choice ""To increase his reproductive success, the male stickleback needs to have offspring that survive to reproduce. Spending more energy waving his fins does not directly increase the male's chances of producing offspring that survive to reproduce. So, spending more energy waving his fins is not why fanning eggs increases the male'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
val_02022,images/val/val_02022.png,"Based on clues in the text, how did fossil evidence help scientists explain the huge number of beetle species?","[""It helped scientists learn that beetle species only appeared after Earth's most recent ice age."", ""It helped scientists figure out which ancient animal species were most likely to eat beetles."", ""It let scientists compare ancient beetles' wing structure to modern beetles' wing structure."", ""It let scientists compare the number of extinct beetles to the number of other extinct species.""]",4,3,"Read the text about beetles.
There are more species of beetles than any other life-form on Earth. About 380,000 species of beetles are known to exist, and more are discovered all the time. There are several theories about why there are so many different beetles, but fossils give us one clue. Using fossils, scientists can see how many ancient species used to exist but are now extinct. They found that beetles have the lowest extinction rates of any animal ever. This means that beetle species don't die out as often as other animals. Beetles seem to have an edge over other creatures.
One of the reasons beetles thrive is their body design. Most beetle species have two pairs of wings. The front pair is hard and thick like a helmet. These wings protect the rear set of wings and the beetle's abdomen. The front wings are not used for flying. Instead, the wings shield the beetle's veins and other soft parts from harm.
Beetle species live all over the world and have many different types of food available to them. Most beetles are omnivores. That means they eat both plants and animals. Their flexible diets help them adapt to different habitats, even when a certain food source becomes scarce. Beetles can find something to eat, no matter what.
Finally, beetles can move quickly over long distances. If there are any harmful changes to their environment, they can usually find a better place to live. For example, many animal species have died out during ice ages, when Earth's temperature has dropped for a long time. But many beetles survived this dangerous time. Beetles quickly notice temperature changes in their environment. So, they can quickly respond by migrating to a warmer place. No wonder there are so many beetles in the world. They have what it takes to stay alive.","Informational texts include many facts, examples, and details. Authors don't always directly state how these things connect to each other. So, you may need to make guesses, or inferences, to understand how the ideas from the text fit together. Inferences can help you understand the whole text and draw conclusions about the information. Be sure to base your inferences on details found in the text as well as things you already know.","Think about these details from the text:
Fossils can show how many ancient species have gone extinct.
Fossil evidence shows that beetles die out less often than any other animal.
Beetles' low extinction rate helps explain the large number of beetle species.
In order to show that beetles die out less often than other animals, scientists must have compared different animals' extinction rates. To do this, they would need to figure out how many ancient species have gone extinct.
Based on these clues, you can guess that fossil evidence let scientists compare the number of extinct beetles to the number of other extinct animals. This helped them figure out that beetles die out less often than other animals, which explains the huge number of beetle species.",closed choice,grade5,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
val_01237,images/val/val_01237.png,What is the probability that a Cepaea snail produced by this cross will be homozygous recessive for the shell banding gene?,"[""2/4"", ""4/4"", ""0/4"", ""3/4"", ""1/4""]",5,0,"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
val_03458,images/val/val_03458.png,What is the probability that a Cepaea snail produced by this cross will be homozygous recessive for the shell banding gene?,"[""2/4"", ""0/4"", ""3/4"", ""1/4"", ""4/4""]",5,4,"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
val_04064,images/val/val_04064.png,"Based on the text, why are okapis sometimes referred to as forest giraffes?","[""They are a type of giraffe that sometimes migrates to the rain forest."", ""Their giraffe-like markings help them blend in with their forest homes."", ""They have long necks like giraffes do, and they eat leaves in forests."", ""They are related to giraffes, and they live in central African rain forests.""]",4,3,"Read the text about okapis.
When you first see an okapi, you might think it's related to a horse or a zebra. Its body and neck are horse-like, and its legs have black-and-white stripes like a zebra does. But the okapi is not related to a horse or a zebra; its closest relative is actually the giraffe. In fact, okapis are sometimes called forest giraffes, since they live mainly in the rain forests of central Africa.
An okapi's relationship to a giraffe is most noticeable in its face. Like giraffes, okapis have long, thin faces topped with large, upward-pointing ears. Male okapis also have little furry horns like giraffes' horns. Additionally, both giraffes and okapis have long, dark tongues, which can grab and strip leaves from trees. And just like giraffes, okapis are plant eaters, feeding on leaves, buds, twigs, and fruit.
In many ways, though, okapis are quite different from their giraffe cousins. An okapi's neck is much shorter than a giraffe's. This is useful, because a long neck would make it difficult to move through thick vegetation. Another important difference is that giraffes are social and live in herds, while okapis are shy, solitary creatures. They tend to live alone, hiding in the dense forest. Perhaps that's why most people didn't even know okapis existed until around 1900.
Even though okapis tend to keep to themselves, they do have ways to communicate with each other. For example, they mark their territories by leaving scent marks with their feet. And mother okapis can communicate with their babies ""silently,"" using sounds that are too low in pitch for people—and predators—to hear. That's a good thing, too, as these animals are in danger of dying out. They need all the protection from predators that they can get.",,"Look at the text in bold below. It tells you why okapis are sometimes referred to as forest giraffes.
When you first see an okapi, you might think it's related to a horse or a zebra. Its body and neck are horse-like, and its legs have black-and-white stripes like a zebra does. But the okapi is not related to a horse or a zebra; its closest relative is actually the giraffe. In fact, okapis are sometimes called forest giraffes, since they live mainly in the rain forests of central Africa.",closed choice,grade5,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
val_03959,images/val/val_03959.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.,"[""1:3"", ""2:2"", ""3:1"", ""0:4"", ""4:0""]",5,4,"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.
All 4 boxes in the Punnett square have the genotype MM or Mm.
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 0 boxes in the Punnett square with the genotype mm.
So, the expected ratio of offspring that have myotonia congenita to offspring that do not have myotonia congenita is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that have myotonia congenita. This cross is expected to never produce 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
val_03289,images/val/val_03289.png,What is the probability that a rock pocket mouse produced by this cross will be homozygous dominant for the fur color gene?,"[""4/4"", ""2/4"", ""0/4"", ""3/4"", ""1/4""]",5,2,"In a group of rock pocket mice, some individuals have dark fur and others have light fur. In this group, the gene for the fur color trait has two alleles. The allele for dark fur (F) is dominant over the allele for light fur (f).
This Punnett square shows a cross between two rock pocket mice.","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
val_03452,images/val/val_03452.png,What is the probability that a pea plant produced by this cross will be homozygous recessive for the stem height gene?,"[""3/4"", ""1/4"", ""0/4"", ""2/4"", ""4/4""]",5,3,"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
val_01021,images/val/val_01021.png,What is the expected ratio of offspring that do not have Huntington's disease to offspring that have Huntington's disease? Choose the most likely ratio.,"[""2:2"", ""3:1"", ""4:0"", ""0:4"", ""1:3""]",5,0,"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.
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 not having Huntington's disease, is recessive to the H allele, which is for having Huntington's disease.
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 2 boxes in the Punnett square with the genotype hh. These boxes are highlighted below.
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.
There are 2 boxes in the Punnett square with the genotype HH or Hh. These boxes are highlighted below.
So, the expected ratio of offspring that do not have Huntington's disease to offspring that have Huntington's disease is 2:2. This means that, on average, this cross will produce 2 offspring that do not have Huntington's disease for every 2 offspring that have Huntington's disease.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_03744,images/val/val_03744.png,What is the probability that a rose plant produced by this cross will be homozygous recessive for the flower color gene?,"[""4/4"", ""2/4"", ""0/4"", ""1/4"", ""3/4""]",5,0,"In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele for light yellow flowers (F) is dominant over the allele for dark yellow flowers (f).
This Punnett square shows a cross between two rose 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
val_01128,images/val/val_01128.png,What is the probability that a cucumber plant produced by this cross will be homozygous dominant for the fruit sheen gene?,"[""2/4"", ""3/4"", ""0/4"", ""1/4"", ""4/4""]",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
val_02310,images/val/val_02310.png,What is the probability that a human produced by this cross will be heterozygous for the xeroderma pigmentosum gene?,"[""4/4"", ""2/4"", ""3/4"", ""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
val_00659,images/val/val_00659.png,What is the probability that a pea plant produced by this cross will be heterozygous for the stem height gene?,"[""4/4"", ""1/4"", ""0/4"", ""2/4"", ""3/4""]",5,3,"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
val_00207,images/val/val_00207.png,What is the probability that a cow produced by this cross will be homozygous dominant for the coat pattern gene?,"[""0/4"", ""1/4"", ""4/4"", ""2/4"", ""3/4""]",5,0,"In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for white spots (a) is recessive to the allele for solid coloring (A).
This Punnett square shows a cross between two cows.","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
val_03518,images/val/val_03518.png,What is the expected ratio of offspring with a king coat to offspring with a spotted coat? Choose the most likely ratio.,"[""2:2"", ""1:3"", ""4:0"", ""0:4"", ""3:1""]",5,3,"This passage describes the coat pattern trait in cheetahs:
A cheetah with a spotted coat has many small black spots on its body. A cheetah with a king coat has large black splotches on its body and stripes on its back. King cheetahs are rarely seen in the wild. They were once thought to be a different species.
In a group of cheetahs, some individuals have a spotted coat and others have a king coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a king coat (a) is recessive to the allele for a spotted coat (A).
This Punnett square shows a cross between two cheetahs.","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 king 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 king coat, is recessive to the A allele, which is for a spotted coat.
A king coat is the recessive allele's version of the coat pattern trait. A cheetah with the recessive version of the coat pattern trait must have only recessive alleles for the coat pattern gene. So, offspring with a king coat must have the genotype aa.
There are 0 boxes in the Punnett square with the genotype aa.
A spotted coat is the dominant allele's version of the coat pattern trait. A cheetah 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.
All 4 boxes in the Punnett square have the genotype AA or Aa.
So, the expected ratio of offspring with a king coat to offspring with a spotted coat is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with a king coat. Instead, this cross is expected to always produce offspring with a spotted coat.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_02527,images/val/val_02527.png,What is the probability that a rainbow trout produced by this cross will have a greenish-brown body?,"[""3/4"", ""4/4"", ""0/4"", ""2/4"", ""1/4""]",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 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
val_01398,images/val/val_01398.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"", ""3:1"", ""0:4"", ""1:3""]",5,3,"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 normal-sized body (B) is dominant over the allele for a dwarf 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 normal-sized body, is dominant over the b allele, which is for a dwarf 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 0 boxes in the Punnett square with the genotype bb.
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.
All 4 boxes in the Punnett square have the genotype BB or Bb.
So, the expected ratio of offspring with a dwarf body to offspring with a normal-sized body is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with a dwarf body. Instead, this cross is expected to always produce offspring with a normal-sized body.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_02845,images/val/val_02845.png,What is the probability that a rose plant produced by this cross will have single flowers?,"[""3/4"", ""2/4"", ""1/4"", ""0/4"", ""4/4""]",5,1,"This passage describes the flower form trait in rose plants:
Roses may grow single flowers or double flowers. Double flowers have more petals than single flowers and are highly prized by gardeners. However, these extra petals may block or replace parts of the flower needed for reproduction. This makes double-flowered plants difficult to breed.
In a group of rose plants, some individuals have double flowers and others have single flowers. In this group, the gene for the flower form trait has two alleles. The allele for single flowers (f) is recessive to the allele for double flowers (F).
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.
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
val_01338,images/val/val_01338.png,What is the probability that an American curl cat produced by this cross will have curled ears?,"[""4/4"", ""3/4"", ""2/4"", ""0/4"", ""1/4""]",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 curled ears (E) is dominant over the allele for straight 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.
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
val_02001,images/val/val_02001.png,What is the expected ratio of offspring with blue body feathers to offspring with green body feathers? Choose the most likely ratio.,"[""4:0"", ""0:4"", ""3:1"", ""2:2"", ""1:3""]",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 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 blue body feathers or green 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 green body feathers, is dominant over the b allele, which is for blue body feathers.
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 0 boxes in the Punnett square with the genotype bb.
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.
All 4 boxes in the Punnett square have the genotype BB or Bb.
So, the expected ratio of offspring with blue body feathers to offspring with green body feathers is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with blue body feathers. Instead, this cross is expected to always produce offspring with green body feathers.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_03267,images/val/val_03267.png,What is the probability that a tomato plant produced by this cross will have regular leaves?,"[""2/4"", ""4/4"", ""1/4"", ""3/4"", ""0/4""]",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 potato leaves (l) is recessive to the allele for regular 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.
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
val_00360,images/val/val_00360.png,What is the expected ratio of offspring with a white body to offspring with a brown body? Choose the most likely ratio.,"[""4:0"", ""3:1"", ""0:4"", ""2:2"", ""1:3""]",5,2,"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 white body (b) is recessive to the allele for a brown 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.
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 white body or a brown 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 white body, is recessive to the B allele, which is for a brown body.
A white body is the recessive allele's version of the body color trait. A Channel catfish with the recessive version of the body color trait must have only recessive alleles for the body color gene. So, offspring with a white body must have the genotype bb.
There are 0 boxes in the Punnett square with the genotype bb.
A brown body is the dominant allele's version of the body color trait. A Channel catfish 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 brown 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 white body to offspring with a brown body is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with a white body. Instead, this cross is expected to always produce offspring with a brown body.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_01320,images/val/val_01320.png,What is the expected ratio of offspring with climbing growth to offspring with bush growth? Choose the most likely ratio.,"[""4:0"", ""0:4"", ""2:2"", ""3:1"", ""1:3""]",5,2,"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 climbing growth (G) is dominant over the allele for bush 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 climbing growth or bush 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 climbing growth, is dominant over the g allele, which is for bush growth.
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.
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.
So, the expected ratio of offspring with climbing growth to offspring with bush growth is 2:2. This means that, on average, this cross will produce 2 offspring with climbing growth for every 2 offspring with bush growth.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_01305,images/val/val_01305.png,What is the expected ratio of offspring with a gray body to offspring with a black body? Choose the most likely ratio.,"[""4:0"", ""1:3"", ""3:1"", ""2:2"", ""0:4""]",5,0,"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 gray body or a black 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 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.
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.
So, the expected ratio of offspring with a gray body to offspring with a black 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 black body.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_03138,images/val/val_03138.png,What is the probability that a rose plant produced by this cross will have light yellow flowers?,"[""1/4"", ""2/4"", ""4/4"", ""0/4"", ""3/4""]",5,2,"In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele for dark yellow flowers (f) is recessive to the allele for light yellow flowers (F).
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.
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
val_02180,images/val/val_02180.png,What is the probability that a rose plant produced by this cross will have dark yellow flowers?,"[""3/4"", ""0/4"", ""4/4"", ""2/4"", ""1/4""]",5,3,"In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele for light yellow flowers (F) is dominant over the allele for dark yellow flowers (f).
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.
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
val_03398,images/val/val_03398.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 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
val_03197,images/val/val_03197.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 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,grade8,natural science,chemistry,Solutions,Diffusion across membranes
val_03372,images/val/val_03372.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 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,grade7,natural science,chemistry,Solutions,Diffusion across membranes
val_03712,images/val/val_03712.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 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
val_02288,images/val/val_02288.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 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
val_02056,images/val/val_02056.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 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
val_04022,images/val/val_04022.png,What is the expected ratio of offspring with a black coat to offspring with a spotted coat? Choose the most likely ratio.,"[""0:4"", ""1:3"", ""3:1"", ""4:0"", ""2:2""]",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 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.
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 dominant over the a allele, which is for a black coat.
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.
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.
So, the expected ratio of offspring with a black coat to offspring with a spotted coat is 1:3. This means that, on average, this cross will produce 1 offspring with a black coat for every 3 offspring with a spotted coat.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_03462,images/val/val_03462.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 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
val_00743,images/val/val_00743.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 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
val_03392,images/val/val_03392.png,What is the expected ratio of offspring with dark yellow flowers to offspring with light yellow flowers? Choose the most likely ratio.,"[""1:3"", ""2:2"", ""3:1"", ""0:4"", ""4:0""]",5,3,"In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele for light yellow flowers (F) is dominant over the allele for dark yellow flowers (f).
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 dark yellow flowers or light yellow flowers, consider whether each phenotype is the dominant or recessive allele's version of the flower color trait. The question tells you that the F allele, which is for light yellow flowers, is dominant over the f allele, which is for dark yellow flowers.
Dark yellow flowers is the recessive allele's version of the flower color trait. A rose plant with the recessive version of the flower color trait must have only recessive alleles for the flower color gene. So, offspring with dark yellow flowers must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
Light yellow flowers is the dominant allele's version of the flower color trait. A rose plant with the dominant version of the flower color trait must have at least one dominant allele for the flower color gene. So, offspring with light yellow 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 dark yellow flowers to offspring with light yellow flowers is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with dark yellow flowers. Instead, this cross is expected to always produce offspring with light yellow flowers.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_03333,images/val/val_03333.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 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
val_03828,images/val/val_03828.png,What is the expected ratio of offspring with dumbo ears to offspring with normal ears? Choose the most likely ratio.,"[""0:4"", ""1:3"", ""3:1"", ""2:2"", ""4:0""]",5,1,"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 dumbo ears (e) is recessive to the allele for normal 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.
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 dumbo ears or normal 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 dumbo ears, is recessive to the E allele, which is for normal ears.
Dumbo ears is the recessive allele's version of the ear type trait. A rat with the recessive version of the ear type trait must have only recessive alleles for the ear type gene. So, offspring with dumbo ears must have the genotype ee.
There is 1 box in the Punnett square with the genotype ee. This box is highlighted below.
Normal ears is the dominant allele's version of the ear type trait. A rat with the dominant version of the ear type trait must have at least one dominant allele for the ear type gene. So, offspring with normal ears must have the genotype EE or Ee.
There are 3 boxes in the Punnett square with the genotype EE or Ee. These boxes are highlighted below.
So, the expected ratio of offspring with dumbo ears to offspring with normal ears is 1:3. This means that, on average, this cross will produce 1 offspring with dumbo ears for every 3 offspring with normal ears.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_00761,images/val/val_00761.png,What is the expected ratio of offspring that do not have horns to offspring that have horns? Choose the most likely ratio.,"[""0:4"", ""3:1"", ""4:0"", ""1:3"", ""2:2""]",5,2,"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 not having horns (H) is dominant over the allele for 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 not having horns, is dominant over the h allele, which is for having horns.
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.
All 4 boxes in the Punnett square have the genotype HH or Hh.
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.
There are 0 boxes in the Punnett square with the genotype hh.
So, the expected ratio of offspring that do not have horns to offspring that have horns is 4:0. This means that, based on the Punnett square, this cross will always produce offspring that do not have horns. This cross is expected to never produce offspring that have horns.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_01231,images/val/val_01231.png,What is the expected ratio of offspring that have thorns to offspring that do not have thorns? Choose the most likely ratio.,"[""2:2"", ""4:0"", ""0:4"", ""1:3"", ""3:1""]",5,2,"In a group of rose plants, some individuals have thorns and others do not. In this group, the gene for the thorns trait has two alleles. The allele for having thorns (R) is dominant over the allele for not having thorns (r).
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 that do or do not have thorns, consider whether each phenotype is the dominant or recessive allele's version of the thorns trait. The question tells you that the R allele, which is for having thorns, is dominant over the r allele, which is for not having thorns.
Having thorns is the dominant allele's version of the thorns trait. A rose plant with the dominant version of the thorns trait must have at least one dominant allele for the thorns gene. So, offspring that have thorns must have the genotype RR or Rr.
There are 0 boxes in the Punnett square with the genotype RR or Rr.
Not having thorns is the recessive allele's version of the thorns trait. A rose plant with the recessive version of the thorns trait must have only recessive alleles for the thorns gene. So, offspring that do not have thorns must have the genotype rr.
All 4 boxes in the Punnett square have the genotype rr.
So, the expected ratio of offspring that have thorns to offspring that do not have thorns is 0:4. This means that, based on the Punnett square, this cross will never produce offspring that have thorns. Instead, this cross is expected to always produce offspring that do not have thorns.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_00032,images/val/val_00032.png,Identify the question that Reba and Donald's experiment can best answer.,"[""Does Reba'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 Reba'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.

Reba 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 Donald timed each ride. Reba and Donald 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
val_00213,images/val/val_00213.png,Identify the question that Maria and Desmond's experiment can best answer.,"[""Does Maria's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Maria'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.

Maria 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 Desmond timed each ride. Maria and Desmond 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
val_02151,images/val/val_02151.png,Identify the question that Grace and Daniel's experiment can best answer.,"[""Does Grace's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Grace'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.

Grace 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 Daniel timed each ride. Grace and Daniel 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
val_02560,images/val/val_02560.png,Identify the question that Kendall and Leroy's experiment can best answer.,"[""Does Kendall'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 Kendall'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.

Kendall 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 Leroy timed each ride. Kendall and Leroy 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
val_01182,images/val/val_01182.png,What is the probability that a rat produced by this cross will have a dwarf body?,"[""4/4"", ""0/4"", ""3/4"", ""1/4"", ""2/4""]",5,1,"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.
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
val_03124,images/val/val_03124.png,What is the probability that a pea plant produced by this cross will have green pods?,"[""2/4"", ""4/4"", ""1/4"", ""3/4"", ""0/4""]",5,4,"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 yellow pods (d) is recessive to the allele for green pods (D).
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
val_02568,images/val/val_02568.png,What is the probability that a fruit fly produced by this cross will have brown eyes?,"[""3/4"", ""1/4"", ""2/4"", ""4/4"", ""0/4""]",5,4,"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 brown eyes (e) is recessive to the allele for red 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
val_00084,images/val/val_00084.png,Which of the following could Kenneth'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.

Kenneth 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, Kenneth 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
val_00267,images/val/val_00267.png,Which of the following could Shawn'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.

Shawn 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, Shawn 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
val_00424,images/val/val_00424.png,Which of the following could Bryant's test show?,"[""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"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 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.

Bryant 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, Bryant 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
val_00438,images/val/val_00438.png,Which of the following could Cameron'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.

Cameron 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, Cameron 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
val_01382,images/val/val_01382.png,Which of the following could Gabriel'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.

Gabriel 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, Gabriel 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
val_01547,images/val/val_01547.png,Which of the following could Marshall's test show?,"[""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"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 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.

Marshall 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, Marshall 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
val_03088,images/val/val_03088.png,Which of the following could Albert's test show?,"[""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"", ""if the spacecraft was damaged when using a parachute with a 1 m vent going 200 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.

Albert 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, Albert 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
val_03118,images/val/val_03118.png,Which of the following could Raymond'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.

Raymond 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, Raymond 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
val_03057,images/val/val_03057.png,What is the probability that a rose plant produced by this cross will not have thorns?,"[""4/4"", ""2/4"", ""3/4"", ""0/4"", ""1/4""]",5,3,"In a group of rose plants, some individuals have thorns and others do not. In this group, the gene for the thorns trait has two alleles. The allele for not having thorns (r) is recessive to the allele for having thorns (R).
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.
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
val_03643,images/val/val_03643.png,What is the probability that a dachshund dog produced by this cross will have rough fur?,"[""1/4"", ""4/4"", ""3/4"", ""2/4"", ""0/4""]",5,1,"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
val_00100,images/val/val_00100.png,What is the probability that a rabbit produced by this cross will have black fur?,"[""4/4"", ""1/4"", ""3/4"", ""0/4"", ""2/4""]",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 brown fur (f) is recessive to the allele for black 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
val_04004,images/val/val_04004.png,What is the expected ratio of offspring with straight ears to offspring with curled ears? Choose the most likely ratio.,"[""3:1"", ""0:4"", ""1:3"", ""4:0"", ""2:2""]",5,1,"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 curled ears (E) is dominant over the allele for straight 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 curled ears, is dominant over the e allele, which is for straight 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.
There are 0 boxes in the Punnett square with 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.
All 4 boxes in the Punnett square have the genotype EE or Ee.
So, the expected ratio of offspring with straight ears to offspring with curled ears is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with straight ears. Instead, this cross is expected to always produce offspring with curled ears.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_00585,images/val/val_00585.png,What is the probability that a cat produced by this cross will have long fur?,"[""1/4"", ""4/4"", ""3/4"", ""2/4"", ""0/4""]",5,0,"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 short fur (F) is dominant over the allele for long 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
val_00029,images/val/val_00029.png,What is the expected ratio of offspring with black eyes to offspring with red eyes? Choose the most likely ratio.,"[""1:3"", ""2:2"", ""4:0"", ""3:1"", ""0:4""]",5,2,"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.
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 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 red eyes, is dominant over the e allele, which is for black eyes.
Black eyes is the recessive allele's version of the eye color trait. A koi fish with the recessive version of the eye color trait must have only recessive alleles for the eye color gene. So, offspring with black eyes must have the genotype ee.
All 4 boxes in the Punnett square have the genotype ee.
Red eyes is the dominant allele's version of the eye color trait. A koi fish with the dominant version of the eye color trait must have at least one dominant allele for the eye color gene. So, offspring with red eyes 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 black eyes to offspring with red eyes is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with black 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
val_03852,images/val/val_03852.png,What is the expected ratio of offspring with red eyes to offspring with brown eyes? Choose the most likely ratio.,"[""1:3"", ""2:2"", ""4:0"", ""0:4"", ""3:1""]",5,2,"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 red eyes (e) is recessive to the allele for brown 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 red eyes or brown 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 red eyes, is recessive to the E allele, which is for brown eyes.
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.
All 4 boxes in the Punnett square have the genotype ee.
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.
There are 0 boxes in the Punnett square with the genotype EE or Ee.
So, the expected ratio of offspring with red eyes to offspring with brown eyes is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with red eyes. This cross is expected to never produce offspring with brown eyes.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_01782,images/val/val_01782.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."", ""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.""]",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
val_02834,images/val/val_02834.png,What is the expected ratio of offspring with sour fruit to offspring with sweet fruit? Choose the most likely ratio.,"[""3:1"", ""4:0"", ""0:4"", ""2:2"", ""1:3""]",5,1,"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 sour fruit (F) is dominant over the allele for sweet 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 sour fruit or sweet 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 sour fruit, is dominant over the f allele, which is for sweet fruit.
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.
All 4 boxes in the Punnett square have the genotype FF or Ff.
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 are 0 boxes in the Punnett square with the genotype ff.
So, the expected ratio of offspring with sour fruit to offspring with sweet fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with sour fruit. This cross is expected to never produce offspring with sweet fruit.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_01733,images/val/val_01733.png,What is the expected ratio of offspring with bumpy fruit to offspring with smooth fruit? Choose the most likely ratio.,"[""3:1"", ""2:2"", ""1:3"", ""4:0"", ""0:4""]",5,4,"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 bumpy fruit (F) is dominant over the allele for smooth 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 bumpy fruit or smooth 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 bumpy fruit, is dominant over the f allele, which is for smooth fruit.
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.
There are 0 boxes in the Punnett square with the genotype FF or Ff.
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.
All 4 boxes in the Punnett square have the genotype ff.
So, the expected ratio of offspring with bumpy fruit to offspring with smooth fruit is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with bumpy fruit. Instead, this cross is expected to always produce offspring with smooth fruit.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_01854,images/val/val_01854.png,What is the expected ratio of offspring with straight fur to offspring with curly fur? Choose the most likely ratio.,"[""2:2"", ""0:4"", ""3:1"", ""1:3"", ""4:0""]",5,4,"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.
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 fur or curly 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 curly fur, is recessive to the F allele, which is for straight fur.
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.
All 4 boxes in the Punnett square have the genotype FF or Ff.
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 0 boxes in the Punnett square with the genotype ff.
So, the expected ratio of offspring with straight fur to offspring with curly fur is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with straight fur. This cross is expected to never produce offspring with curly fur.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_00085,images/val/val_00085.png,What is the expected ratio of offspring with fuzzy leaves to offspring with smooth leaves? Choose the most likely ratio.,"[""0:4"", ""1:3"", ""4:0"", ""3:1"", ""2:2""]",5,4,"In a group of summer squash plants, some individuals have fuzzy leaves and others have smooth leaves. In this group, the gene for the leaf texture trait has two alleles. The allele for fuzzy leaves (L) is dominant over the allele for smooth leaves (l).
This Punnett square shows a cross between two summer squash 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 fuzzy leaves or smooth leaves, consider whether each phenotype is the dominant or recessive allele's version of the leaf texture trait. The question tells you that the L allele, which is for fuzzy leaves, is dominant over the l allele, which is for smooth leaves.
Fuzzy leaves is the dominant allele's version of the leaf texture trait. A summer squash plant with the dominant version of the leaf texture trait must have at least one dominant allele for the leaf texture gene. So, offspring with fuzzy leaves must have the genotype LL or Ll.
There are 2 boxes in the Punnett square with the genotype LL or Ll. These boxes are highlighted below.
Smooth leaves is the recessive allele's version of the leaf texture trait. A summer squash plant with the recessive version of the leaf texture trait must have only recessive alleles for the leaf texture gene. So, offspring with smooth leaves must have the genotype ll.
There are 2 boxes in the Punnett square with the genotype ll. These boxes are highlighted below.
So, the expected ratio of offspring with fuzzy leaves to offspring with smooth leaves is 2:2. This means that, on average, this cross will produce 2 offspring with fuzzy leaves for every 2 offspring with smooth leaves.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_00454,images/val/val_00454.png,What is the expected ratio of offspring with black wool to offspring with white wool? Choose the most likely ratio.,"[""2:2"", ""1:3"", ""4:0"", ""3:1"", ""0:4""]",5,2,"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 black wool or white 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.
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.
All 4 boxes in the Punnett square have the genotype ll.
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.
There are 0 boxes in the Punnett square with the genotype LL or Ll.
So, the expected ratio of offspring with black wool to offspring with white wool is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with black wool. This cross is expected to never produce offspring with white wool.",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
val_03941,images/val/val_03941.png,What conclusion do you think the creator of this diagram wanted viewers to draw from it?,"[""Each slave ship carried around 20-30 enslaved people per voyage."", ""Every enslaved person was given a separate room on board slave ships."", ""Crew members were fed well on slave ships."", ""Enslaved people were crowded together on slave ships.""]",4,3,"Between the 1500s and the 1800s, traders brought enslaved people from Africa to Europe and the Americas. This buying, selling, and transporting of enslaved people is known as the Atlantic slave trade.
The diagram below shows one deck of a British slave ship called the Brookes. The small human figures in the image show how living people would have been arranged on the ship during the voyage. Look at the diagram. Then answer the question below.",,"Look at the diagram.
The creator of the diagram wanted to show that enslaved people were crowded together on slave ships. The diagram shows hundreds of people packed side-by-side with barely enough room to lie down.
What was the journey like?
The ship was designed to hold 454 enslaved people, but it was often overloaded, carrying as many as 740 people. To fit that many people, captains and sailors made enslaved people lie on their sides instead of their backs. Enslaved people were chained in place for most of the journey. They were brought up to the main deck for meals, but they spent most of their days lying in darkness.",closed choice,grade7,social science,us-history,The Antebellum period,The abolitionists
val_01141,images/val/val_01141.png,Identify the question that Damon'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.

Damon 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, Damon 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
val_00086,images/val/val_00086.png,Which of the following could Emilio'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.

Emilio 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. Emilio 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
val_00339,images/val/val_00339.png,Which of the following could Manuel'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.

Manuel 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. Manuel 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
val_01124,images/val/val_01124.png,Which of the following could Edward'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.

Edward 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. Edward 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
val_01681,images/val/val_01681.png,Which of the following could Carson'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.

Carson 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. Carson 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
val_02254,images/val/val_02254.png,Which of the following could Brandon'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.

Brandon 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. Brandon 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
val_02712,images/val/val_02712.png,Which of the following could Trent'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.

Trent 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. Trent 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
val_00400,images/val/val_00400.png,Which of the following could Omar'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.

Omar, 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. Omar 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
val_01881,images/val/val_01881.png,Which of the following could Manuel'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.

Manuel, 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. Manuel 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
val_01942,images/val/val_01942.png,Which of the following could Hunter'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.

Hunter, 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. Hunter 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
val_02196,images/val/val_02196.png,Which of the following could Brett'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.

Brett, 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. Brett 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
val_00021,images/val/val_00021.png,Identify the question that Tyrone and Quincy'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.

Tyrone placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Tyrone launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Quincy measured the distance between the catapult and the place where the ball hit the ground. Tyrone and Quincy 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
val_03031,images/val/val_03031.png,Identify the question that Edwin and Porter'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.

Edwin placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Edwin launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Porter measured the distance between the catapult and the place where the ball hit the ground. Edwin and Porter 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
val_03381,images/val/val_03381.png,Identify the question that Ed and Todd'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.

Ed placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Ed launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Todd measured the distance between the catapult and the place where the ball hit the ground. Ed and Todd 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
val_00545,images/val/val_00545.png,"In this food web, which organism contains matter that eventually moves to the sea cucumber?","[""bat star"", ""kelp"", ""kelp bass"", ""black rockfish""]",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.","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 kelp to the sea cucumber: kelp->sea urchin->sea otter->orca->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.. bat star. 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..",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
val_01670,images/val/val_01670.png,Which of the following could Danny'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.

Danny 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. Danny 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. Danny 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
val_02631,images/val/val_02631.png,Which of the following could Eli'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.

Eli 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. Eli 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. Eli 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
val_02764,images/val/val_02764.png,Which of the following could Wayne'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.

Wayne 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. Wayne 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. Wayne 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
val_03215,images/val/val_03215.png,Which of the following could David'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.

David 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. David 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. David 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
val_00003,images/val/val_00003.png,Which of the following could Wendy'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. Wendy 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, Wendy 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
val_00875,images/val/val_00875.png,Which of the following could Lena's test show?,"[""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"", ""whether producing more insulin would help the bacteria grow faster""]",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. Lena 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, Lena 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
val_01098,images/val/val_01098.png,Which of the following could Zoe'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. Zoe 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, Zoe 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
val_01570,images/val/val_01570.png,Which of the following could Isabella'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. Isabella 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, Isabella 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
val_02035,images/val/val_02035.png,Which of the following could Anita'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. Anita 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, Anita 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
val_03657,images/val/val_03657.png,Which of the following could Helen'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. Helen 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, Helen 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
val_01869,images/val/val_01869.png,Identify the question that Kendrick'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.

Kendrick 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, Kendrick 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
val_02301,images/val/val_02301.png,Identify the question that Betty'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.

Betty planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Betty 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, Betty 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
val_03790,images/val/val_03790.png,Identify the question that Mona'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.

Mona planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Mona 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, Mona 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
val_01487,images/val/val_01487.png,"In this food web, which organism contains matter that eventually moves to the parasol fungus?","[""bobcat"", ""black bear"", ""black racer"", ""gray fox""]",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 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.
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 black bear to the parasol fungus: black bear->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. 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
val_00067,images/val/val_00067.png,Identify the question that Rob'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.

Rob 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. Rob 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
val_01685,images/val/val_01685.png,Identify the question that Gavin'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.

Gavin 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. Gavin 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
val_02481,images/val/val_02481.png,Identify the question that Edmond'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.

Edmond 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. Edmond 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
val_03391,images/val/val_03391.png,Identify the question that Zane'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.

Zane 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. Zane 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
val_04073,images/val/val_04073.png,Identify the question that Trent'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.

Trent 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. Trent 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
val_00555,images/val/val_00555.png,"In this food web, which organism contains matter that eventually moves to the parasol fungus?","[""gray fox"", ""bobcat"", ""black racer"", ""beaver""]",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.","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 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.
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 black bear to the parasol fungus: 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.. There is one path matter can take from the beaver to the parasol fungus: beaver->black bear->parasol fungus.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
val_01071,images/val/val_01071.png,Identify the question that Bridgette'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.

Bridgette prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Bridgette 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, Bridgette 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
val_02429,images/val/val_02429.png,Identify the question that Allie'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.

Allie prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Allie 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, Allie 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
val_03798,images/val/val_03798.png,Identify the question that Mona'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.

Mona prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Mona 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, Mona 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
val_00302,images/val/val_00302.png,Which of the following could Dakota'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.

Dakota 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, Dakota 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, Dakota 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
val_03129,images/val/val_03129.png,Which of the following could Ann'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.

Ann 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, Ann 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, Ann 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
val_03497,images/val/val_03497.png,Which of the following could Sophia'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.

Sophia 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, Sophia 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, Sophia 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
val_01657,images/val/val_01657.png,"Based on the text, how does a sloth's fur help protect it?","[""A sloth's fur helps it dry off quickly."", ""A sloth's fur protects its important organs."", ""A sloth's fur helps it cling to tree branches.""]",3,0,"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
val_01340,images/val/val_01340.png,Which of these organisms contains matter that was once part of the kelp?,"[""plainfin midshipman"", ""phytoplankton"", ""kelp bass"", ""black rockfish""]",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 that starts from the kelp.
The only arrow pointing to the black rockfish starts from 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 black rockfish.
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.
No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the phytoplankton.There is one path matter can take from the kelp to the kelp bass: kelp->kelp bass.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
val_01028,images/val/val_01028.png,Which of these organisms contains matter that was once part of the bilberry?,"[""barren-ground caribou"", ""rough-legged hawk"", ""bear sedge"", ""lichen""]",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.
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.
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.
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 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. There is one path matter can take from the bilberry to the rough-legged hawk: bilberry->brown lemming->parasitic jaeger->rough-legged hawk.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
val_01544,images/val/val_01544.png,Which of the following best describes a community in the Sierra Madre Occidental mountain range?,"[""the cottontail rabbits"", ""the Durango pine trees, the Arizona white oak trees, and the soil"", ""the netleaf oak trees, the Mexican spotted owls, and the brush mice""]",3,2,"Read the passage. Then answer the question below.

Pine-oak forests grow along the Sierra Madre Occidental mountain range in Mexico. Tree species including Durango pine, netleaf oak, and Arizona white oak grow in the deep soil on the mountain slopes.
These trees provide a nesting habitat for species such as the Mexican spotted owl. Spotted owls hunt for woodrats, brush mice, and cottontail rabbits that live in the pine-oak forest.
Figure: a Mexican spotted owl perched in a tree.","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"
val_00197,images/val/val_00197.png,Identify the question that Jen'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.

Jen 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. Jen 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
val_00464,images/val/val_00464.png,Identify the question that Stacy'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.

Stacy 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. Stacy 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
val_01639,images/val/val_01639.png,Identify the question that Adele'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.

Adele 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. Adele 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
val_03797,images/val/val_03797.png,Identify the question that Arianna'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.

Arianna 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. Arianna 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
val_01930,images/val/val_01930.png,Which of the following organisms is the primary consumer in this food web?,"[""gray fox"", ""persimmon tree"", ""beaver"", ""silver maple""]",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 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 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 persimmon tree does not have any arrows pointing to it. So, the persimmon tree is not a primary consumer.
The silver maple does not have any arrows pointing to it. So, the silver maple is not a primary consumer.
The gray fox has arrows pointing to it from the swallowtail caterpillar and the pine vole. Neither the swallowtail caterpillar nor the pine vole is a producer, so the gray fox is not a primary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
val_02044,images/val/val_02044.png,Which of the following organisms is the tertiary consumer in this food web?,"[""black racer"", ""silver maple"", ""beaver"", ""black bear""]",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.","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 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.
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 black racer has an arrow pointing to it from the pine vole. The pine vole is a secondary consumer, so the black racer is a tertiary consumer.
The black bear has arrows pointing to it from the persimmon tree, the swallowtail caterpillar, and the beaver. None of these organisms is a secondary consumer, so the black bear is not a tertiary consumer.
The silver maple does not have any arrows pointing to it. So, the silver maple is not a tertiary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
val_02203,images/val/val_02203.png,Which of the following organisms is the secondary consumer in this food web?,"[""persimmon tree"", ""black bear"", ""beaver"", ""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 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 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 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 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
val_02381,images/val/val_02381.png,Which of the following organisms is the tertiary consumer in this food web?,"[""beaver"", ""black bear"", ""persimmon tree"", ""gray fox""]",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 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 black bear has arrows pointing to it from the persimmon tree, the swallowtail caterpillar, and the beaver. None of these organisms is a secondary consumer, so the black bear is not 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.
The persimmon tree does not have any arrows pointing to it. So, the persimmon tree is not a tertiary consumer.
The black racer has an arrow pointing to it from the pine vole. The pine vole is a secondary consumer, so the black racer is a tertiary consumer.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
val_01602,images/val/val_01602.png,Which of the following organisms is the omnivore in this food web?,"[""plainfin midshipman"", ""sea urchin"", ""phytoplankton"", ""kelp""]",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.","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 phytoplankton does not have any arrows pointing to it. So, the phytoplankton is 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 kelp does not have any arrows pointing to it. So, the kelp is 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 sea urchin has only one arrow pointing to it. This arrow starts from the kelp, which is a producer. So, the sea urchin is a consumer but not an omnivore.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
val_00507,images/val/val_00507.png,What can Diana and Rebecca trade to each get what they want?,"[""Diana can trade her tomatoes for Rebecca's sandwich."", ""Rebecca can trade her almonds for Diana's tomatoes."", ""Rebecca can trade her broccoli for Diana's oranges."", ""Diana can trade her tomatoes for Rebecca'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.
Diana and Rebecca open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Diana wanted broccoli in her lunch and Rebecca was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Diana wanted broccoli in her lunch and Rebecca was hoping for tomatoes. Look at the labeled part of the images.
Diana has tomatoes. Rebecca 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
val_01998,images/val/val_01998.png,What can Patrick and Isabelle trade to each get what they want?,"[""Isabelle can trade her almonds for Patrick's tomatoes."", ""Patrick can trade his tomatoes for Isabelle's sandwich."", ""Patrick can trade his tomatoes for Isabelle's broccoli."", ""Isabelle can trade her broccoli for Patrick'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.
Patrick and Isabelle open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Patrick wanted broccoli in his lunch and Isabelle was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Patrick wanted broccoli in his lunch and Isabelle was hoping for tomatoes. Look at the labeled part of the images.
Patrick has tomatoes. Isabelle 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
val_01842,images/val/val_01842.png,What can Isabella and Clara trade to each get what they want?,"[""Clara can trade her broccoli for Isabella's oranges."", ""Isabella can trade her tomatoes for Clara's broccoli."", ""Clara can trade her almonds for Isabella's tomatoes."", ""Isabella can trade her tomatoes for Clara'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.
Isabella and Clara open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Isabella wanted broccoli in her lunch and Clara was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Isabella wanted broccoli in her lunch and Clara was hoping for tomatoes. Look at the labeled part of the images.
Isabella has tomatoes. Clara 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
val_00981,images/val/val_00981.png,What can Lamar and Colette trade to each get what they want?,"[""Colette can trade her broccoli for Lamar's oranges."", ""Lamar can trade his tomatoes for Colette's sandwich."", ""Colette can trade her almonds for Lamar's tomatoes."", ""Lamar can trade his tomatoes for Colette'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.
Lamar and Colette open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Lamar wanted broccoli in his lunch and Colette was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Lamar wanted broccoli in his lunch and Colette was hoping for tomatoes. Look at the labeled part of the images.
Lamar has tomatoes. Colette 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
val_04109,images/val/val_04109.png,What can Danny and Peter trade to each get what they want?,"[""Danny can trade his tomatoes for Peter's sandwich."", ""Peter can trade his broccoli for Danny's oranges."", ""Danny can trade his tomatoes for Peter's broccoli."", ""Peter can trade his almonds for Danny'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.
Danny and Peter open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Danny wanted broccoli in his lunch and Peter was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Danny wanted broccoli in his lunch and Peter was hoping for tomatoes. Look at the labeled part of the images.
Danny has tomatoes. Peter 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
val_01937,images/val/val_01937.png,What can Desmond and Tom trade to each get what they want?,"[""Tom can trade his broccoli for Desmond's oranges."", ""Tom can trade his almonds for Desmond's tomatoes."", ""Desmond can trade his tomatoes for Tom's sandwich."", ""Desmond can trade his tomatoes for Tom'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 Tom open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Desmond wanted broccoli in his lunch and Tom was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Desmond wanted broccoli in his lunch and Tom was hoping for tomatoes. Look at the labeled part of the images.
Desmond has tomatoes. Tom 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
val_03618,images/val/val_03618.png,What can Steve and Hector trade to each get what they want?,"[""Steve can trade his tomatoes for Hector's sandwich."", ""Hector can trade his almonds for Steve's tomatoes."", ""Hector can trade his broccoli for Steve's oranges."", ""Steve can trade his tomatoes for Hector'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.
Steve and Hector open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Steve wanted broccoli in his lunch and Hector was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Steve wanted broccoli in his lunch and Hector was hoping for tomatoes. Look at the labeled part of the images.
Steve has tomatoes. Hector 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
val_03238,images/val/val_03238.png,What can Mateo and Austin trade to each get what they want?,"[""Mateo can trade his tomatoes for Austin's sandwich."", ""Mateo can trade his tomatoes for Austin's broccoli."", ""Austin can trade his almonds for Mateo's tomatoes."", ""Austin can trade his broccoli for Mateo'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.
Mateo and Austin open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Mateo wanted broccoli in his lunch and Austin was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Mateo wanted broccoli in his lunch and Austin was hoping for tomatoes. Look at the labeled part of the images.
Mateo has tomatoes. Austin 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
val_01412,images/val/val_01412.png,What can Brenna and Ivan trade to each get what they want?,"[""Ivan can trade his broccoli for Brenna's oranges."", ""Brenna can trade her tomatoes for Ivan's sandwich."", ""Ivan can trade his almonds for Brenna's tomatoes."", ""Brenna can trade her tomatoes for Ivan'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.
Brenna and Ivan open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Brenna wanted broccoli in her lunch and Ivan was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Brenna wanted broccoli in her lunch and Ivan was hoping for tomatoes. Look at the labeled part of the images.
Brenna has tomatoes. Ivan 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
val_00386,images/val/val_00386.png,What can Max and Edmond trade to each get what they want?,"[""Max can trade his tomatoes for Edmond's broccoli."", ""Max can trade his tomatoes for Edmond's sandwich."", ""Edmond can trade his broccoli for Max's oranges."", ""Edmond can trade his almonds for Max'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.
Max and Edmond open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Max wanted broccoli in his lunch and Edmond was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Max wanted broccoli in his lunch and Edmond was hoping for tomatoes. Look at the labeled part of the images.
Max has tomatoes. Edmond 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
val_01164,images/val/val_01164.png,What can Aiden and Jeffrey trade to each get what they want?,"[""Aiden can trade his tomatoes for Jeffrey's sandwich."", ""Jeffrey can trade his broccoli for Aiden's oranges."", ""Aiden can trade his tomatoes for Jeffrey's broccoli."", ""Jeffrey can trade his almonds for Aiden'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.
Aiden and Jeffrey open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Aiden wanted broccoli in his lunch and Jeffrey was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Aiden wanted broccoli in his lunch and Jeffrey was hoping for tomatoes. Look at the labeled part of the images.
Aiden 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
val_01723,images/val/val_01723.png,What can Shawn and Mike trade to each get what they want?,"[""Shawn can trade his tomatoes for Mike's broccoli."", ""Mike can trade his almonds for Shawn's tomatoes."", ""Shawn can trade his tomatoes for Mike's sandwich."", ""Mike can trade his broccoli for Shawn'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.
Shawn and Mike open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Shawn wanted broccoli in his lunch and Mike was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Shawn wanted broccoli in his lunch and Mike was hoping for tomatoes. Look at the labeled part of the images.
Shawn has tomatoes. Mike 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
val_02672,images/val/val_02672.png,What can Tom and Debbie trade to each get what they want?,"[""Debbie can trade her broccoli for Tom's oranges."", ""Tom can trade his tomatoes for Debbie's sandwich."", ""Tom can trade his tomatoes for Debbie's broccoli."", ""Debbie can trade her almonds for Tom'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.
Tom and Debbie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Tom wanted broccoli in his lunch and Debbie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Tom wanted broccoli in his lunch and Debbie was hoping for tomatoes. Look at the labeled part of the images.
Tom has tomatoes. Debbie 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
val_00410,images/val/val_00410.png,What can Latrell and Todd trade to each get what they want?,"[""Latrell can trade his tomatoes for Todd's sandwich."", ""Todd can trade his almonds for Latrell's tomatoes."", ""Latrell can trade his tomatoes for Todd's broccoli."", ""Todd can trade his broccoli for Latrell'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.
Latrell and Todd open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Latrell wanted broccoli in his lunch and Todd was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Latrell wanted broccoli in his lunch and Todd was hoping for tomatoes. Look at the labeled part of the images.
Latrell has tomatoes. Todd 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
val_03650,images/val/val_03650.png,What can Eve and Bonnie trade to each get what they want?,"[""Bonnie can trade her broccoli for Eve's oranges."", ""Bonnie can trade her almonds for Eve's tomatoes."", ""Eve can trade her tomatoes for Bonnie's sandwich."", ""Eve can trade her tomatoes for Bonnie'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.
Eve and Bonnie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Eve wanted broccoli in her lunch and Bonnie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Eve wanted broccoli in her lunch and Bonnie was hoping for tomatoes. Look at the labeled part of the images.
Eve 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
val_01039,images/val/val_01039.png,What can Adele and Billy trade to each get what they want?,"[""Adele can trade her tomatoes for Billy's sandwich."", ""Billy can trade his almonds for Adele's tomatoes."", ""Billy can trade his broccoli for Adele's oranges."", ""Adele can trade her tomatoes for Billy'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.
Adele and Billy open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Adele wanted broccoli in her lunch and Billy was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Adele wanted broccoli in her lunch and Billy was hoping for tomatoes. Look at the labeled part of the images.
Adele has tomatoes. Billy 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
val_02300,images/val/val_02300.png,What can Chad and Tessa trade to each get what they want?,"[""Chad can trade his tomatoes for Tessa's broccoli."", ""Chad can trade his tomatoes for Tessa's sandwich."", ""Tessa can trade her broccoli for Chad's oranges."", ""Tessa can trade her 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 Tessa open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Chad wanted broccoli in his lunch and Tessa was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Chad wanted broccoli in his lunch and Tessa was hoping for tomatoes. Look at the labeled part of the images.
Chad has tomatoes. Tessa 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
val_02329,images/val/val_02329.png,What can Ivan and Gavin trade to each get what they want?,"[""Gavin can trade his almonds for Ivan's tomatoes."", ""Ivan can trade his tomatoes for Gavin's broccoli."", ""Gavin can trade his broccoli for Ivan's oranges."", ""Ivan can trade his tomatoes for Gavin'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.
Ivan and Gavin open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Ivan wanted broccoli in his lunch and Gavin was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Ivan wanted broccoli in his lunch and Gavin was hoping for tomatoes. Look at the labeled part of the images.
Ivan has tomatoes. Gavin 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
val_04011,images/val/val_04011.png,What can Riley and Ken trade to each get what they want?,"[""Riley can trade her tomatoes for Ken's broccoli."", ""Ken can trade his broccoli for Riley's oranges."", ""Riley can trade her tomatoes for Ken's sandwich."", ""Ken can trade his almonds for Riley'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.
Riley and Ken open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Riley wanted broccoli in her lunch and Ken was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,"Riley wanted broccoli in her lunch and Ken was hoping for tomatoes. Look at the labeled part of the images.
Riley has tomatoes. Ken 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
val_00346,images/val/val_00346.png,Which type of relationship is formed when a megabat eats a fig and drops the fig tree's seeds in a new location?,"[""parasitic"", ""mutualistic"", ""commensal""]",3,1,"Read the passage. Then answer the question.

Megabats are large-bodied bats that eat fruit, including figs.
When a megabat eats a fig, it may also swallow the seeds inside the fig. The bat gets energy from the fruit but cannot digest the seeds. The seeds pass through the bat's digestive system and are disposed of in its feces.
The bat often drops the seeds far from the fig tree that produced the fruit. When a seed germinates, or begins to grow, in a new location, it doesn't need to compete with its parent tree for resources. So, both the fig seed and the parent tree have a better chance of surviving.
Figure: a megabat carrying a fig away from a fig 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 a megabat eats a fig, the megabat gets the food it needs to survive and grow. So the megabat benefits from its relationship with the fig tree.
Both the fig tree and its seeds have a better chance of surviving when the bat moves the seeds to a new location. So, the fig tree also benefits from its relationship with the megabat.
Since both the megabat and the fig tree benefit, a mutualistic relationship is formed when a megabat eats a fig and drops the fig tree's seeds in a new location.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
val_02933,images/val/val_02933.png,Identify the question that Juan'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.

Juan 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, Juan watched cardinals visiting the feeders during the same hour each morning. During his observations, Juan 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
val_01650,images/val/val_01650.png,Which of the following best describes a population in the mountains of Yellowstone National Park?,"[""a pack of gray wolves"", ""the elk, the coyotes, and the volcanic rock"", ""the magpies and the ravens""]",3,0,"Read the passage. Then answer the question below.

The temperate mountains of Yellowstone National Park in Wyoming are made from volcanic rocks. These mountains are home to many large mammal species. For example, gray wolves are common predators in this habitat.
Gray wolves hunt in packs to capture the elk, white-tailed deer, and bison that live in the mountains. Coyotes often eat the scraps of prey animals that wolf packs leave behind. After the coyotes have fed, birds such as ravens and magpies eat the meat that remains on the animal bones.
Figure: a gray wolf in the mountains of Yellowstone National Park.","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"
val_01031,images/val/val_01031.png,Which of the following could Caleb'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.

Caleb 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. Caleb had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Caleb 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
val_03419,images/val/val_03419.png,Which of the following could Brandon'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.

Brandon 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. Brandon had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Brandon 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
val_00892,images/val/val_00892.png,Which of the following could Mia and Rosanne'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.

Mia and Rosanne 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
val_01175,images/val/val_01175.png,Which of the following could Luna 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.

Luna 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
val_01744,images/val/val_01744.png,Which of the following could Marie and Janelle'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.

Marie and Janelle 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
val_02600,images/val/val_02600.png,Which of the following could Rita and Kendall'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.

Rita 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
val_02847,images/val/val_02847.png,Which of the following could Ann and Kiara'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.

Ann and Kiara 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
val_04189,images/val/val_04189.png,Which of the following could Edna and Trisha'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.

Edna and Trisha 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
val_03086,images/val/val_03086.png,Which type of relationship is formed when an epiphytic orchid grows on a tree branch in the canopy?,"[""parasitic"", ""mutualistic"", ""commensal""]",3,2,"Read the passage. Then answer the question.

Epiphytic orchids are flowering plants that can grow in tropical forests. An orchid can grow on tree branches in the canopy, or upper layer of the forest.
In the canopy, the orchid gets more sunlight than it would in the shadowy lower parts of the forest. The additional sunlight allows the orchid to perform more photosynthesis. There is also more wind in the canopy, which helps the orchid spread its seeds to other branches.
The orchid does not damage the tree it grows on, but it also does not provide resources to the tree.
Figure: epiphytic orchids growing on trees in a tropical forest.","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 an epiphytic orchid grows on a tree branch in the canopy, the orchid gets more sunlight and wind than it would if it grew on the forest floor. So, the orchid benefits from its relationship with the tree.
The tree is not damaged by the orchid, but the tree is not helped, either. So, the tree is not significantly affected by its relationship with the orchid.
Since the orchid benefits and the tree is not significantly affected, a commensal relationship is formed when an epiphytic orchid grows on a tree branch in the canopy.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
val_01564,images/val/val_01564.png,How did the sediment deposited in this area change over time?,"[""First, a layer of sand was deposited. Later, a layer of sand and pebbles was deposited."", ""First, a layer of sand and pebbles was deposited. Later, a layer of sand was deposited.""]",2,1,"The text below describes how an area's environment changed over time. Read the text. Then answer the question.

Figure 1: sediment deposited by a fast-flowing river.
A fast-flowing river deposited heavy sediment grains along its banks. Light sediment such as mud was carried away by the strong water current.

Figure 2: sediment deposited in a desert.
Over thousands of years, the river dried up, and the area became a desert. In the desert, sediment was deposited by wind.","Material that is carried by wind, water, or ice is called sediment. Sediment may be deposited, or laid down, in places such as deserts and the ocean floor. Different types of sediment are deposited in different environments. For example, sand may be deposited in a desert, and mud may be deposited at the bottom of the ocean.
The environment of an area can change over thousands of years. When the environment changes, the type of sediment that is deposited also changes. Over a long period of time, different layers of sediment can build up in the same area. These layers preserve a record of the environments that existed in that area in the past.
As many layers of sediment build up, they can be pressed together to form layers of sedimentary rock. A series of rock layers is called a rock sequence. You can observe the layers of a rock sequence to learn more about how an area's environment changed over time.","The environment in the area changed over time. Use the pictures to figure out the type of sediment deposited in each environment.
Later, the area became a desert. A layer of sand was deposited by wind.",closed choice,grade4,natural science,earth-science,Rocks and minerals,How do rock layers form?
val_00087,images/val/val_00087.png,Identify the question that Tim'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.

Tim 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. Tim 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. Tim 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
val_00183,images/val/val_00183.png,Identify the question that Cooper'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.

Cooper 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. Cooper 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. Cooper 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
val_00354,images/val/val_00354.png,Identify the question that Cameron'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.

Cameron 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. Cameron 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. Cameron 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
val_00548,images/val/val_00548.png,Identify the question that Sandeep'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.

Sandeep 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. Sandeep 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. Sandeep 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
val_00798,images/val/val_00798.png,Identify the question that Manuel'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.

Manuel 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. Manuel 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. Manuel 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
val_02486,images/val/val_02486.png,Identify the question that Dan'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.

Dan 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. Dan 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. Dan 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
val_03092,images/val/val_03092.png,Identify the question that David'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.

David 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. David 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. David 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
val_03494,images/val/val_03494.png,Identify the question that Aiden'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.

Aiden 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. Aiden 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. Aiden 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
val_04061,images/val/val_04061.png,Identify the question that Hector'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.

Hector 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. Hector 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. Hector 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
val_01791,images/val/val_01791.png,Which of the following best describes an ecosystem in a seagrass bed in Cuba?,"[""the queen conch and the manatee grass"", ""a school of French grunts"", ""the turtle grass, the sand, and the cushion sea stars""]",3,2,"Read the passage. Then answer the question below.

Seagrass beds in Cuba are made up of several species of marine grasses, including turtle grass, manatee grass, and star grass. Seagrasses are flowering plants that have roots and leaves. The roots help to anchor these plants in the sand. The roots also absorb and store nutrients.
Seagrass beds are home to invertebrate species including the cushion sea star and the Queen conch snail. Many fish species, such as the French grunt, live in seagrass beds as juveniles. As adults, French grunts migrate to live on nearby coral reefs.
Figure: a cushion sea star in a seagrass bed.","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"
val_03334,images/val/val_03334.png,Which of the following best describes a community on a coral reef in Hawaii?,"[""the snowflake moray eels and the stareye parrotfish"", ""a school of convict tangs"", ""the sand, the rocks, and the coral""]",3,0,"Read the passage. Then answer the question below.

A coral reef in Hawaii has hundreds of fish species. Many of the fish are active during the day. For example, species such as convict tangs and stareye parrotfish swim in schools as they feed on seaweed that grows on the reef. At night, other fish species, such as snowflake moray eels, come out to hunt.
When they are not active, some fish take shelter among the many species of coral on the reef. Other fish hide in the sand and rocks that cover the seafloor.
Figure: a school of convict tangs on a Hawaiian coral reef.","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"
val_02146,images/val/val_02146.png,Which of the following best describes a community in a New Zealand kelp forest?,"[""the rocks and the bull kelp"", ""a group of New Zealand sea lions"", ""the sea stars, the crabs, and the snails""]",3,2,"Read the passage. Then answer the question below.

Bull kelp, a species of large seaweed, forms thick kelp forests along the coast of New Zealand. Kelp forests are home to many species, including the New Zealand sea lion. These sea lions hunt octopus and squid that live in the kelp forest.
The individual kelp stalks have strong holdfasts, or root-like structures, that cling tightly to the rocks on the seafloor. Small invertebrates such as sea stars, crabs, and snails can live on or around the holdfasts.
Figure: a kelp holdfast attached to a rock.","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"
val_02540,images/val/val_02540.png,Which of the following could Polly'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. Polly 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, Polly 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
val_03942,images/val/val_03942.png,Which of the following could Mabel'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. Mabel 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, Mabel 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
val_03383,images/val/val_03383.png,Which type of relationship is formed when a colony of acacia ants lives on a bullhorn acacia tree?,"[""mutualistic"", ""commensal"", ""parasitic""]",3,0,"Read the passage. Then answer the question.

Acacia ants spend most of their lives on bullhorn acacia trees. Up to 30,000 ants can live together in a colony on one acacia tree!
The ants eat nectar produced by the tree and build nests inside hollowed-out thorns on the tree's branches. The ants also attack insects and other animals that try to eat the tree's leaves. Sometimes the ants leave the tree and destroy nearby plants. This creates open space around the tree. The open space makes it easier for the acacia tree to get resources such as sunlight and water.
Figure: acacia ants feeding on nectar of a bullhorn acacia 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 acacia ants live on a bullhorn acacia tree, the ants get food and shelter. So, the ants benefit from their relationship with the bullhorn acacia tree.
The ants protect the tree and make it easier for the tree to get resources. So, the bullhorn acacia tree also benefits from its relationship with the ants.
Since both the acacia ants and the bullhorn acacia tree benefit, a mutualistic relationship is formed when acacia ants live on a bullhorn acacia tree.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
val_00754,images/val/val_00754.png,Identify the question that Judy'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.

Judy glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Judy 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. Judy 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
val_02770,images/val/val_02770.png,Identify the question that Greta'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.

Greta glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Greta 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. Greta 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
val_04154,images/val/val_04154.png,Identify the question that Ashley'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.

Ashley glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Ashley 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. Ashley 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
val_00520,images/val/val_00520.png,Identify the question that Irma'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.

Irma poured four ounces of water into each of six glasses. Irma dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Irma 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. Irma 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
val_02144,images/val/val_02144.png,Identify the question that Dakota'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.

Dakota poured four ounces of water into each of six glasses. Dakota dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Dakota 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. Dakota 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
val_02443,images/val/val_02443.png,Identify the question that Denise'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.

Denise poured four ounces of water into each of six glasses. Denise dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Denise 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. Denise 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
val_02955,images/val/val_02955.png,Identify the question that Rosa'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.

Rosa poured four ounces of water into each of six glasses. Rosa dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Rosa 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. Rosa 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
val_03485,images/val/val_03485.png,Identify the question that Abigail'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.

Abigail poured four ounces of water into each of six glasses. Abigail dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Abigail 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. Abigail 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
val_03629,images/val/val_03629.png,Which of the following best describes a community on the Serengeti plains?,"[""the grasses, the soil, and the soil nutrients"", ""the Burchell's zebras, the northern black rhinoceros, and the white-bearded wildebeests"", ""the umbrella acacia trees""]",3,1,"Read the passage. Then answer the question below.

On the Serengeti plains in eastern Africa, umbrella acacia trees are scattered among many species of grasses that grow together. The grasses grow well because the soil has a lot of nutrients.
The plains are home to many species of herbivores, such as Burchell's zebras, northern black rhinoceros, and white-bearded wildebeests. One reason so many species of herbivores can live together is that each species prefers to eat a different kind of plant.
Figure: white-bearded wildebeests on the Serengeti plains.","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"
val_01020,images/val/val_01020.png,Which trait did Tripneustes have? Select the trait you can observe on the fossil.,"[""white spines covering its body"", ""a reddish-orange body"", ""a rounded body""]",3,2,"This picture shows a fossil of an ancient animal called Tripneustes.
Fossils of Tripneustes have been found in rocks that are more than 20,000,000 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
val_00287,images/val/val_00287.png,Identify the question that Evelyn'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.

Evelyn 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. Evelyn 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. Evelyn built three more of the same type of circuit. She repeated the tests with each circuit. Evelyn 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
val_03620,images/val/val_03620.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_00652,images/val/val_00652.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,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_00492,images/val/val_00492.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_04130,images/val/val_04130.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 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
val_00308,images/val/val_00308.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.","Magnets can pull or push on each other without 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
val_01972,images/val/val_01972.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
val_02515,images/val/val_02515.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,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_03562,images/val/val_03562.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_00483,images/val/val_00483.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_02482,images/val/val_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 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.","Magnets can pull or push on each other without 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
val_02181,images/val/val_02181.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.","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
val_01114,images/val/val_01114.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 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
val_00584,images/val/val_00584.png,Which of the following best describes a population in the Camargue wetlands?,"[""the microscopic algae and the brine shrimp"", ""a flock of greater flamingos"", ""the salty water and the tamarisk trees""]",3,1,"Read the passage. Then answer the question below.

During the wet season, there are heavy rains, and the salty ponds in the Camargue wetland in France fill with water. During the dry season, the ponds lose water, and the remaining water becomes saltier. Some plants, such as tamarisk trees, can live in this changing environment.
The salty Camargue wetlands are also a habitat for flocks of greater flamingos. Greater flamingos get their pink color from eating brine shrimp, which are tiny pink shrimp that live in the wetlands. Brine shrimp get their pink color from eating microscopic algae that contain pink pigments.
Figure: greater flamingos in the Camargue wetlands.","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"
val_02814,images/val/val_02814.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 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
val_00844,images/val/val_00844.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 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
val_00634,images/val/val_00634.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,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
val_02290,images/val/val_02290.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.,"Magnets can pull or push on each other without 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
val_03077,images/val/val_03077.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,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_03951,images/val/val_03951.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
val_03052,images/val/val_03052.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,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_02665,images/val/val_02665.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_00260,images/val/val_00260.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
val_03014,images/val/val_03014.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,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
val_02299,images/val/val_02299.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 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
val_02624,images/val/val_02624.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 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
val_00357,images/val/val_00357.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
val_03114,images/val/val_03114.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,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_02453,images/val/val_02453.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
val_00891,images/val/val_00891.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 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,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
val_00622,images/val/val_00622.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
val_02975,images/val/val_02975.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
val_01545,images/val/val_01545.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 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
val_01662,images/val/val_01662.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,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
val_01730,images/val/val_01730.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 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
val_01294,images/val/val_01294.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,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_01064,images/val/val_01064.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,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
val_02362,images/val/val_02362.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,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_04027,images/val/val_04027.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 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
val_02113,images/val/val_02113.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
val_00680,images/val/val_00680.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.,"Magnets can pull or push on each other without 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
val_02118,images/val/val_02118.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_03187,images/val/val_03187.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.","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
val_01979,images/val/val_01979.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,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_03984,images/val/val_03984.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_01618,images/val/val_01618.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 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
val_02023,images/val/val_02023.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 Akkadian Empire"", ""the Neo-Sumerian 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
val_03357,images/val/val_03357.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,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
val_03739,images/val/val_03739.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 Elamite Empire"", ""the Akkadian Empire"", ""the Neo-Sumerian 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
val_03698,images/val/val_03698.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,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_01757,images/val/val_01757.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_00112,images/val/val_00112.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,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_03378,images/val/val_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 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 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
val_01732,images/val/val_01732.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_02320,images/val/val_02320.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,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_03363,images/val/val_03363.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_01857,images/val/val_01857.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,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
val_01527,images/val/val_01527.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 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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_02221,images/val/val_02221.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_01907,images/val/val_01907.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,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_01649,images/val/val_01649.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.,"Magnets can pull or push on each other without 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
val_02264,images/val/val_02264.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,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_00212,images/val/val_00212.png,Identify the question that Tamir'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.

Tamir 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, Tamir 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
val_00314,images/val/val_00314.png,Identify the question that Alvin'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.

Alvin 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, Alvin 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
val_00326,images/val/val_00326.png,Identify the question that Juan'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.

Juan 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, Juan 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
val_00482,images/val/val_00482.png,Identify the question that Eric'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.

Eric 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, Eric 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
val_00909,images/val/val_00909.png,Identify the question that Terrence'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.

Terrence 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, Terrence 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
val_04101,images/val/val_04101.png,Identify the question that Gabriel'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.

Gabriel 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, Gabriel 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
val_04185,images/val/val_04185.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 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
val_00420,images/val/val_00420.png,"In this food web, which organism contains matter that eventually moves to the bat star?","[""kelp"", ""sea otter"", ""orca""]",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 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.There are three paths matter can take from the zooplankton to the bat star: zooplankton->kelp bass->bat star. zooplankton->plainfin midshipman->kelp bass->bat star. zooplankton->black rockfish->kelp bass->bat star. There is one path matter can take from the kelp to the bat star: kelp->kelp bass->bat star. 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 orca to the bat star..",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
val_01125,images/val/val_01125.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,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
val_00222,images/val/val_00222.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
val_02542,images/val/val_02542.png,Which trait did Miocidaris have? Select the trait you can observe on the fossil.,"[""a mostly orange body"", ""a mushroom-shaped body"", ""straight spines""]",3,2,"This picture shows a fossil of an ancient animal called Miocidaris.
Miocidaris lived in the ocean over 230,000,000 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,grade3,natural science,earth-science,Fossils,Compare fossils to modern organisms
val_02095,images/val/val_02095.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 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
val_03142,images/val/val_03142.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 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
val_00244,images/val/val_00244.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 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
val_03793,images/val/val_03793.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 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
val_01367,images/val/val_01367.png,Identify the question that Mike'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.

Mike 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. Mike 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
val_00901,images/val/val_00901.png,Which of the following could Mitchell'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.

Mitchell 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. Mitchell 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
val_01654,images/val/val_01654.png,Which of the following could Kurt'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.

Kurt 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. Kurt 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
val_02246,images/val/val_02246.png,Which of the following could Jamie'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.

Jamie 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. Jamie 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
val_02389,images/val/val_02389.png,Which of the following could Tom'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.

Tom 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. Tom 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
val_02583,images/val/val_02583.png,Which of the following could Marvin'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.

Marvin 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. Marvin 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
val_02699,images/val/val_02699.png,Which of the following could Dillon'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.

Dillon 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. Dillon 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
val_02914,images/val/val_02914.png,Which of the following could Darnel'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.

Darnel 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. Darnel 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
val_02988,images/val/val_02988.png,Which of the following could Logan'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.

Logan 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. Logan 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
val_03001,images/val/val_03001.png,Which of the following could Wesley'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.

Wesley 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. Wesley 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
val_03135,images/val/val_03135.png,Which of the following could Hugo'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.

Hugo 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. Hugo 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
val_03775,images/val/val_03775.png,Which of the following could Zach'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.

Zach 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. Zach 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
val_01067,images/val/val_01067.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
val_03745,images/val/val_03745.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 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
val_02493,images/val/val_02493.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,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
val_03349,images/val/val_03349.png,Which type of relationship is formed when a pseudoscorpion is dispersed by a harlequin beetle?,"[""mutualistic"", ""parasitic"", ""commensal""]",3,2,"Read the passage. Then answer the question.

Pseudoscorpions are small arachnids that often crawl onto the backs of large beetles, such as harlequin beetles.
When a beetle with a pseudoscorpion on its back flies away, the pseudoscorpion rides along. This ride helps the pseudoscorpion disperse, or move to a new location, much faster and farther than it could on its own.
When the pseudoscorpion is carried along, it does not harm the beetle, but it does not help the beetle, either.
Figure: a pseudoscorpion on the back of a harlequin beetle.","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 pseudoscorpion is dispersed by a harlequin beetle, the pseudoscorpion is able to move faster and farther than it could on its own. So, the pseudoscorpion benefits from its relationship with the beetle.
The beetle is not harmed by the pseudoscorpion, but the beetle is not helped, either. So, the beetle is not significantly affected by its relationship with the pseudoscorpion.
Since the pseudoscorpion benefits and the beetle is not significantly affected, a commensal relationship is formed when a pseudoscorpion is dispersed by a harlequin beetle.",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
val_00756,images/val/val_00756.png,Identify the question that Sandra'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.

Sandra 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, Sandra 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
val_02184,images/val/val_02184.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
val_02723,images/val/val_02723.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 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
val_02477,images/val/val_02477.png,Which of these organisms contains matter that was once part of the bear sedge?,"[""grizzly bear"", ""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.","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 bear sedge.
The grizzly bear has two arrows pointing to it. One arrow starts from the bilberry. The bilberry does not have any arrows pointing to it. The other arrow pointing to the grizzly bear starts from the 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 bear sedge to the grizzly bear.
The bilberry does not have any arrows pointing to it. So, in this food web, matter does not move from the bear sedge to the bilberry.There is one path matter can take from the bear sedge to the short-tailed weasel: bear sedge->brown lemming->short-tailed weasel. There is one path matter can take from the bear sedge to the Arctic fox: bear sedge->brown lemming->Arctic fox. There is one path matter can take from the bear sedge to the rough-legged hawk: bear sedge->brown lemming->parasitic jaeger->rough-legged hawk.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
val_03724,images/val/val_03724.png,"Complete the sentence.
The rift valley along the Knipovich Ridge formed at a () boundary.","[""transform"", ""convergent"", ""divergent""]",3,2,"Read the passage and look at the picture.
The Knipovich Ridge and its rift valley mark the northernmost mid-ocean ridge in the Atlantic Ocean. This mid-ocean ridge and rift valley are the result of the Eurasian Plate and the North American Plate moving away from each other.
There are several volcanoes in the rift valley, as well as cracks in the crust called hydrothermal vents. At these vents, cold ocean water sinks into the crust, is heated by hot magma, and rises back to the surface. The heated ocean water can reach temperatures up to 700 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 rift valley along the Knipovich Ridge, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Knipovich Ridge and its rift valley mark the northernmost mid-ocean ridge in the Atlantic Ocean. This mid-ocean ridge and rift valley are the result of the Eurasian Plate and the North American Plate moving away from each other.
There are several volcanoes in the rift valley, as well as cracks in the crust called hydrothermal vents. At these vents, cold ocean water sinks into the crust, is heated by hot magma, and rises back to the surface. The heated ocean water can reach temperatures up to 700 degrees Fahrenheit!
The underlined part of the passage explains that the rift valley along the Knipovich Ridge formed as the two plates moved away from each other, or diverged. So, the rift valley along the Knipovich Ridge formed at a divergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
val_02793,images/val/val_02793.png,Which of the following best describes an ecosystem in the Great Lakes?,"[""the water, the gravel, the snails, and the worms"", ""a school of spotted gar"", ""the lake sturgeon and the walleye""]",3,0,"Read the passage. Then answer the question below.

At the border between the United States and Canada, a series of lakes known as the Great Lakes forms the largest freshwater system in the world.
The Great Lakes are home to several species of large fish, such as the spotted gar, the lake sturgeon, and the walleye. Lake sturgeon have sensory organs called barbels that hang down from their mouths. The sturgeon swim just above the rocks and gravel at the bottom of a lake. They use their barbels to search for prey including snails, mussels, and worms.
Figure: a lake sturgeon with barbels under its mouth.","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"
val_01521,images/val/val_01521.png,Which of the following organisms is the secondary consumer in this food web?,"[""green algae"", ""black crappie"", ""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 black crappie has arrows pointing to it from the water flea and the rotifer. The water flea are the rotifer are both primary consumers, so the black crappie is a secondary consumer.
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 golden algae does not have any arrows pointing to it, so it is not a secondary consumer.
The green algae does not have any arrows pointing to it, so it is not a secondary consumer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
val_04087,images/val/val_04087.png,Which of the following organisms is the primary consumer in this food web?,"[""water flea"", ""black crappie"", ""water mold""]",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.","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 water flea has an arrow pointing to it from the green algae. The green algae is a producer, so the water flea is a primary consumer.
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 water mold has an arrow pointing to it from the black crappie. The black crappie is not a producer, so the water mold is not a primary consumer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
val_01655,images/val/val_01655.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
val_01486,images/val/val_01486.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,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
val_02167,images/val/val_02167.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
val_01598,images/val/val_01598.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
val_01955,images/val/val_01955.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
val_01994,images/val/val_01994.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
val_04145,images/val/val_04145.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
val_03630,images/val/val_03630.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
val_01742,images/val/val_01742.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
val_00697,images/val/val_00697.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
val_03658,images/val/val_03658.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
val_03211,images/val/val_03211.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
val_01262,images/val/val_01262.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
val_03080,images/val/val_03080.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
val_03173,images/val/val_03173.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
val_01104,images/val/val_01104.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.""]",3,1,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 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
val_01549,images/val/val_01549.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
val_03884,images/val/val_03884.png,Which of these organisms contains matter that was once part of the persimmon tree?,"[""parasol fungus"", ""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.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 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. 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.. 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 two paths matter can take from the persimmon tree to the pine vole: persimmon tree->pine vole. persimmon tree->swallowtail caterpillar->pine vole.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs II
val_03245,images/val/val_03245.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
val_00230,images/val/val_00230.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,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
val_02430,images/val/val_02430.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
val_00289,images/val/val_00289.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
val_01837,images/val/val_01837.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
val_00916,images/val/val_00916.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.""]",3,1,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 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
val_01080,images/val/val_01080.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,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
val_02305,images/val/val_02305.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
val_00088,images/val/val_00088.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
val_00127,images/val/val_00127.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
val_02157,images/val/val_02157.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
val_02969,images/val/val_02969.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
val_02938,images/val/val_02938.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
val_00886,images/val/val_00886.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,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
val_01903,images/val/val_01903.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
val_02134,images/val/val_02134.png,Which of these organisms contains matter that was once part of the bear sedge?,"[""grizzly bear"", ""earthworm"", ""mushroom""]",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.","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 bear sedge.
Arrows point to the mushroom from the grizzly bear and the barren-ground caribou. The only arrows pointing to the grizzly bear start from the barren-ground caribou and the bilberry. The only arrow pointing to the barren-ground caribou starts from the lichen. No arrow points to the lichen or the bilberry. So, in this food web, matter does not move from the bear sedge to the mushroom.
Arrows point to the grizzly bear from the bilberry and the barren-ground caribou. The only arrow pointing to the barren-ground caribou starts from the lichen. No arrow points to the lichen or the bilberry. So, in this food web, matter does not move from the bear sedge to the grizzly bear.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
val_00269,images/val/val_00269.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
val_03527,images/val/val_03527.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
val_01153,images/val/val_01153.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
val_01760,images/val/val_01760.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
val_03400,images/val/val_03400.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
val_00345,images/val/val_00345.png,Which of the following organisms is the tertiary consumer in this food web?,"[""copepod"", ""rotifer"", ""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.","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 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.
The green algae does not have any arrows pointing to it, so it is not a tertiary consumer.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
val_03537,images/val/val_03537.png,"In this food chain, the great cormorant 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 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 great cormorant is a tertiary consumer because it eats a secondary consumer. The secondary consumer in this food chain is the brown trout.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
val_01423,images/val/val_01423.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"", ""5 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.
5 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
val_02020,images/val/val_02020.png,Which of the following was an independent variable in this experiment?,"[""the amount of light produced by the light bulb"", ""the type of metal sheet used in the circuit""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Cameron 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.
Cameron 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, Cameron 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
val_00576,images/val/val_00576.png,Which of the following was an independent variable in this experiment?,"[""the number of rusted steel squares"", ""the type of liquid used""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Francesca 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. Francesca wondered if steel would rust faster submerged in vinegar instead of salt water.
To find out, Francesca 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, Francesca 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
val_03814,images/val/val_03814.png,"Complete the sentence.
An ostrich is ().","[""a fish"", ""a mammal"", ""an amphibian"", ""a bird"", ""a reptile""]",5,3,This picture shows a common ostrich. Ostriches have feathers. But they cannot fly.,,"Like other birds, ostriches have two legs, two wings, feathers, and a beak.
But unlike other birds, they cannot fly. Ostriches are the largest birds in the world. They are too heavy to fly. A fully grown ostrich can weigh over 300 pounds!",closed choice,grade2,natural science,literacy-in-science,Animals,Seed disperser: common ostrich
val_02774,images/val/val_02774.png,Which of the following was an independent variable in this experiment?,"[""the distance the sled traveled across the flat field"", ""the temperature at the hill""]",2,1,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Ezra 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, Ezra 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, Ezra 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, Ezra 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,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
val_01036,images/val/val_01036.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
val_02523,images/val/val_02523.png,Which specific humidity level was measured within the outlined area shown?,"[""11 grams of water vapor per kilogram of air"", ""13 grams of water vapor per kilogram of air"", ""3 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.
3 grams of water vapor per kilogram of air is within this range.
11 and 13 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
val_04106,images/val/val_04106.png,Which specific humidity level was measured within the outlined area shown?,"[""11 grams of water vapor per kilogram of air"", ""2 grams of water vapor per kilogram of air"", ""13 grams of water vapor per kilogram of air""]",3,1,"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.
2 grams of water vapor per kilogram of air is within this range.
11 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
val_03992,images/val/val_03992.png,"In this food chain, the red fox is a tertiary consumer. Why?","[""It eats a secondary consumer."", ""It makes its own food."", ""It eats a primary consumer.""]",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 red fox is a tertiary consumer because it eats a secondary consumer. The secondary consumer in this food chain is the deer mouse.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
val_02925,images/val/val_02925.png,Which specific humidity level was measured within the outlined area shown?,"[""10 grams of water vapor per kilogram of air"", ""1 grams of water vapor per kilogram of air"", ""12 grams of water vapor per kilogram of air""]",3,1,"The map below shows humidity in the lower atmosphere on March 19, 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 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 0 and 4 grams of water vapor per kilogram of air.
1 grams of water vapor per kilogram of air is within this range.
10 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
val_03219,images/val/val_03219.png,Which specific humidity level was measured within the outlined area shown?,"[""9 grams of water vapor per kilogram of air"", ""12 grams of water vapor per kilogram of air"", ""3 grams of water vapor per kilogram of air""]",3,2,"The map below shows humidity in the lower atmosphere on March 19, 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 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 0 and 4 grams of water vapor per kilogram of air.
3 grams of water vapor per kilogram of air is within this range.
9 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
val_02859,images/val/val_02859.png,"Based on the timeline, which of the following statements about European exploration in the 1500s is true?","[""Ferdinand Magellan led the only expedition to sail around the world in the 1500s."", ""Spain, England, and France all sent expeditions to the Americas."", ""France was the first country in Europe to send an expedition to the Americas.""]",3,1,"In the 1500s, several European governments sponsored, or paid for, overseas voyages to the Americas. The timeline below shows some of these expeditions and the government that sponsored each one. Look at the timeline. Then answer the question below.",,"Look at the timeline.
The timeline shows that Spain, England, and France all sent expeditions to the Americas. For example, the following expedition leaders traveled to the Americas:
In 1493, Christopher Columbus sailed to the Americas on behalf of Spain.
In 1497, John Cabot sailed to Canada, which is in the Americas, on behalf of England.
In 1534, Jacques Cartier sailed to Canada on behalf of France.",closed choice,grade6,social science,world-history,Age of Exploration,French and English expeditions: part I
val_00128,images/val/val_00128.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
val_01282,images/val/val_01282.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
val_03590,images/val/val_03590.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
val_00701,images/val/val_00701.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
val_03789,images/val/val_03789.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
val_03420,images/val/val_03420.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
val_01314,images/val/val_01314.png,"In this food chain, the deer mouse is a secondary consumer. Why?","[""It eats a producer."", ""It makes its own food."", ""It eats a primary consumer.""]",3,2,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 deer mouse is a secondary consumer because it eats a primary consumer. The primary consumer in this food chain is the katydid.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
val_01729,images/val/val_01729.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"", ""3 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.
3 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
val_03364,images/val/val_03364.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""Fgfr1a1 protein . . . fgfr1a1 gene"", ""fgfr1a1 gene . . . Fgfr1a1 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.

Common carp are a type of fish that have scales on their bodies. The pattern of scales on a common carp is established while the fish is developing inside its egg. During this time, a protein called Fgfr1a1 sends signals to the fish's body that direct the shape and spacing of the fish's scales. The signals from the Fgfr1a1 protein result in common carp with small, evenly spaced scales.
The Fgfr1a1 protein is encoded by the fgfr1a1 gene.
A certain carp had large, patchy scales because of a mutation in the fgfr1a1 gene. Compared to the fgfr1a1 gene without a mutation, the mutated fgfr1a1 gene encoded a form of the Fgfr1a1 protein with a different structure.
This different form of the Fgfr1a1 protein could not send signals to the fish's body.
Figure: common carp with large, patchy scales (top), and small, evenly spaced scales.","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 fgfr1 a1 gene affected the structure and function of the Fgfr1 a1 protein.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
val_03955,images/val/val_03955.png,"In this food chain, the weakfish is a tertiary consumer. Why?","[""It eats a secondary consumer."", ""It eats a tertiary consumer."", ""It makes its own food.""]",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 weakfish is a tertiary consumer because it eats a secondary consumer. The secondary consumer in this food chain is the butterfish.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
val_00489,images/val/val_00489.png,Which of the following organisms is the omnivore in this food web?,"[""shiner"", ""black crappie"", ""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.","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 crappie has three arrows pointing to it. These arrows start from the rotifer, the water flea, and the shiner, which are all consumers. So, the black crappie is a consumer but 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.
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 shiner has only one arrow pointing to it. This arrow starts from the water flea, which is a consumer. So, the shiner is a consumer but not an omnivore.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
val_01748,images/val/val_01748.png,Select the chemical formula for this molecule.,"[""N2H3"", ""NH3"", ""N2H4"", ""NH""]",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.","N is the symbol for nitrogen. According to the legend, nitrogen atoms are shown in blue. 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 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,grade7,natural science,chemistry,Atoms and molecules,Identify chemical formulas for ball-and-stick models
val_00906,images/val/val_00906.png,"In this experiment, which were part of an experimental group?","[""the loaves of bread in bins covered with dark paper"", ""the loaves of bread in bins with no covering""]",2,0,"The passage below describes an experiment.

Jennifer 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. Jennifer wondered if less mold would grow if she stored her bread in dark bins.
Jennifer 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, Jennifer investigated whether storing bread in dark bins affects mold growth. So, the loaves of bread in bins covered with dark paper were part of an experimental group.
The loaves of bread in bins with no covering were not stored in dark bins. 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
val_02906,images/val/val_02906.png,Which of the following organisms is the producer in this food web?,"[""bear sedge"", ""brown lemming"", ""mushroom""]",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 brown lemming has arrows pointing to it, so it is not a producer.
The mushroom has arrows 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 lichen does not have an arrow pointing to it. So, the lichen is a producer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
val_03825,images/val/val_03825.png,Which of the following organisms is the decomposer in this food web?,"[""parasitic jaeger"", ""snowy owl"", ""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.","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 parasitic jaeger has an arrow pointing from it. So, the parasitic jaeger is not a decomposer.
The earthworm does not have arrows pointing from it to other organisms. So, the earthworm is a decomposer.
The mushroom does not have arrows pointing from it to other organisms. So, the mushroom is a decomposer.
The snowy owl has an arrow pointing from it. So, the snowy owl is not a decomposer.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
val_03304,images/val/val_03304.png,"In this food chain, the butterfish 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 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 butterfish is a secondary consumer because it eats a primary consumer. The primary consumer in this food chain is the sea squirt.",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
val_01181,images/val/val_01181.png,Select the chemical formula for this molecule.,"[""HO2"", ""H3O3"", ""H2O2"", ""H2O""]",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. 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 two oxygen atoms. The chemical formula will contain the symbols H and O. There are two hydrogen atoms, so H will have a subscript of 2. There are two oxygen atoms, so O will have a subscript of 2. The correct formula is H2 O2. 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
val_00570,images/val/val_00570.png,"Based on the text, what is one thing that spinner dolphins do?","[""They spin around in the air."", ""They hunt for food during the day."", ""They leap in the air to catch their food.""]",3,0,"Read the text about spinner dolphins.
Have you ever seen a dolphin spin through the water? How about a dolphin that jumps high above the ocean? If so, you have probably seen a spinner dolphin. These playful dolphins are able to leap into the air and then spin around a few times before crashing back into the water.
Though these dolphins love to play, they spend much of their day swimming peacefully in harbors and resting. This helps them conserve energy for the busy night ahead. When the sun goes down, spinner dolphins hunt for food. At night, the sea animals that the dolphins eat move from the deep ocean toward the surface of the water. After a night of hunting and eating, spinner dolphins are ready to rest in the harbors again.",,"Look at the text in bold below. It tells you that spinner dolphins spin around in the air.
Have you ever seen a dolphin spin through the water? How about a dolphin that jumps high above the ocean? If so, you have probably seen a spinner dolphin. These animals are able to leap into the air and then spin around a few times before crashing back into the water.",closed choice,grade3,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
val_02831,images/val/val_02831.png,Which of the following organisms is the producer in this food web?,"[""earthworm"", ""Arctic fox"", ""lichen""]",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.","Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The Arctic fox has arrows pointing to it, so it is not a producer.
The lichen does not have an arrow pointing to it. So, the lichen is a producer.
The earthworm has arrows 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.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
val_02993,images/val/val_02993.png,What can Bridgette and Maggie trade to each get what they want?,"[""Bridgette can trade her tomatoes for Maggie's broccoli."", ""Bridgette can trade her tomatoes for Maggie's carrots."", ""Maggie can trade her almonds for Bridgette's tomatoes."", ""Maggie can trade her broccoli for Bridgette'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.
Bridgette and Maggie open their lunch boxes in the school cafeteria. Neither Bridgette nor Maggie 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 Maggie's lunch",,"Look at the table and images.
Bridgette wants broccoli. Maggie 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
val_00772,images/val/val_00772.png,What can Justine and Bridgette trade to each get what they want?,"[""Justine can trade her tomatoes for Bridgette's carrots."", ""Justine can trade her tomatoes for Bridgette's broccoli."", ""Bridgette can trade her almonds for Justine's tomatoes."", ""Bridgette can trade her broccoli for Justine'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.
Justine and Bridgette open their lunch boxes in the school cafeteria. Neither Justine nor Bridgette 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.
Justine's lunch Bridgette's lunch",,"Look at the table and images.
Justine wants broccoli. Bridgette 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
val_00073,images/val/val_00073.png,What can Rebecca and Damon trade to each get what they want?,"[""Damon can trade his almonds for Rebecca's tomatoes."", ""Rebecca can trade her tomatoes for Damon's broccoli."", ""Rebecca can trade her tomatoes for Damon's carrots."", ""Damon can trade his broccoli for Rebecca'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.
Rebecca and Damon open their lunch boxes in the school cafeteria. Neither Rebecca nor Damon 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.
Rebecca's lunch Damon's lunch",,"Look at the table and images.
Rebecca wants broccoli. Damon 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
val_02408,images/val/val_02408.png,What can Savannah and Michael trade to each get what they want?,"[""Michael can trade his broccoli for Savannah's oranges."", ""Savannah can trade her tomatoes for Michael's broccoli."", ""Savannah can trade her tomatoes for Michael's carrots."", ""Michael can trade his almonds for Savannah'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.
Savannah and Michael open their lunch boxes in the school cafeteria. Neither Savannah nor Michael 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.
Savannah's lunch Michael's lunch",,"Look at the table and images.
Savannah wants broccoli. Michael 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
val_03599,images/val/val_03599.png,What can Isabelle and Florence trade to each get what they want?,"[""Florence can trade her broccoli for Isabelle's oranges."", ""Isabelle can trade her tomatoes for Florence's broccoli."", ""Florence can trade her almonds for Isabelle's tomatoes."", ""Isabelle can trade her tomatoes for Florence'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.
Isabelle and Florence open their lunch boxes in the school cafeteria. Neither Isabelle nor Florence 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.
Isabelle's lunch Florence's lunch",,"Look at the table and images.
Isabelle wants broccoli. Florence 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
val_01906,images/val/val_01906.png,What can Colleen and Natalie trade to each get what they want?,"[""Natalie can trade her almonds for Colleen's tomatoes."", ""Natalie can trade her broccoli for Colleen's oranges."", ""Colleen can trade her tomatoes for Natalie's broccoli."", ""Colleen can trade her tomatoes for Natalie'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.
Colleen and Natalie open their lunch boxes in the school cafeteria. Neither Colleen nor Natalie 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.
Colleen's lunch Natalie's lunch",,"Look at the table and images.
Colleen wants broccoli. Natalie 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
val_00627,images/val/val_00627.png,What can Hannah and Wendy trade to each get what they want?,"[""Wendy can trade her almonds for Hannah's tomatoes."", ""Wendy can trade her broccoli for Hannah's oranges."", ""Hannah can trade her tomatoes for Wendy's carrots."", ""Hannah can trade her 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.
Hannah and Wendy open their lunch boxes in the school cafeteria. Neither Hannah 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.
Hannah's lunch Wendy's lunch",,"Look at the table and images.
Hannah 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,grade7,social science,economics,Basic economic principles,Trade and specialization
val_00643,images/val/val_00643.png,What can Gabe and Maddie trade to each get what they want?,"[""Gabe can trade his tomatoes for Maddie's carrots."", ""Maddie can trade her broccoli for Gabe's oranges."", ""Maddie can trade her almonds for Gabe's tomatoes."", ""Gabe can trade his tomatoes for Maddie'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.
Gabe and Maddie open their lunch boxes in the school cafeteria. Neither Gabe nor Maddie 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.
Gabe's lunch Maddie's lunch",,"Look at the table and images.
Gabe wants broccoli. Maddie 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
val_03767,images/val/val_03767.png,What can Roger and Sebastian trade to each get what they want?,"[""Sebastian can trade his almonds for Roger's tomatoes."", ""Sebastian can trade his broccoli for Roger's oranges."", ""Roger can trade his tomatoes for Sebastian's broccoli."", ""Roger can trade his tomatoes for Sebastian'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.
Roger and Sebastian open their lunch boxes in the school cafeteria. Neither Roger nor Sebastian 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.
Roger's lunch Sebastian's lunch",,"Look at the table and images.
Roger wants broccoli. Sebastian 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
val_01974,images/val/val_01974.png,What can Justine and Norma trade to each get what they want?,"[""Norma can trade her broccoli for Justine's oranges."", ""Justine can trade her tomatoes for Norma's carrots."", ""Norma can trade her almonds for Justine's tomatoes."", ""Justine can trade her tomatoes for Norma'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.
Justine and Norma open their lunch boxes in the school cafeteria. Neither Justine nor Norma 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.
Justine's lunch Norma's lunch",,"Look at the table and images.
Justine wants broccoli. Norma 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
val_01894,images/val/val_01894.png,What can Dustin and Evelyn trade to each get what they want?,"[""Dustin can trade his tomatoes for Evelyn's broccoli."", ""Evelyn can trade her almonds for Dustin's tomatoes."", ""Dustin can trade his tomatoes for Evelyn's carrots."", ""Evelyn can trade her broccoli for Dustin'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.
Dustin and Evelyn open their lunch boxes in the school cafeteria. Neither Dustin 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.
Dustin's lunch Evelyn's lunch",,"Look at the table and images.
Dustin 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
val_00331,images/val/val_00331.png,What can Harper and Adriana trade to each get what they want?,"[""Harper can trade her tomatoes for Adriana's broccoli."", ""Adriana can trade her broccoli for Harper's oranges."", ""Adriana can trade her almonds for Harper's tomatoes."", ""Harper can trade her tomatoes for Adriana'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.
Harper and Adriana open their lunch boxes in the school cafeteria. Neither Harper nor Adriana 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.
Harper's lunch Adriana's lunch",,"Look at the table and images.
Harper wants broccoli. Adriana 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
val_00277,images/val/val_00277.png,Select the organism in the same genus as the North American beaver.,"[""Alouatta caraya"", ""Castor canadensis"", ""Hystrix cristata""]",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.
Alouatta caraya is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta caraya and Castor canadensis 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 Castor canadensis are not in the same genus.
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.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00298,images/val/val_00298.png,What can Lacey and Martin trade to each get what they want?,"[""Martin can trade his broccoli for Lacey's oranges."", ""Martin can trade his almonds for Lacey's tomatoes."", ""Lacey can trade her tomatoes for Martin's carrots."", ""Lacey can trade her tomatoes for Martin'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 Martin open their lunch boxes in the school cafeteria. Neither Lacey nor Martin 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 Martin's lunch",,"Look at the table and images.
Lacey wants broccoli. Martin 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
val_03266,images/val/val_03266.png,What can Jackie and Gabby trade to each get what they want?,"[""Gabby can trade her almonds for Jackie's tomatoes."", ""Jackie can trade her tomatoes for Gabby's broccoli."", ""Jackie can trade her tomatoes for Gabby's carrots."", ""Gabby can trade her broccoli for Jackie'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.
Jackie and Gabby open their lunch boxes in the school cafeteria. Neither Jackie nor Gabby 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.
Jackie's lunch Gabby's lunch",,"Look at the table and images.
Jackie wants broccoli. Gabby 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
val_00985,images/val/val_00985.png,What can Cora and Bridgette trade to each get what they want?,"[""Cora can trade her tomatoes for Bridgette's carrots."", ""Cora can trade her tomatoes for Bridgette's broccoli."", ""Bridgette can trade her broccoli for Cora's oranges."", ""Bridgette can trade her almonds for Cora'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.
Cora and Bridgette open their lunch boxes in the school cafeteria. Neither Cora nor Bridgette 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 Bridgette's lunch",,"Look at the table and images.
Cora wants broccoli. Bridgette 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
val_04183,images/val/val_04183.png,What can Dean and Estelle trade to each get what they want?,"[""Dean can trade his tomatoes for Estelle's carrots."", ""Estelle can trade her broccoli for Dean's oranges."", ""Estelle can trade her almonds for Dean's tomatoes."", ""Dean 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.
Dean and Estelle open their lunch boxes in the school cafeteria. Neither Dean 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.
Dean's lunch Estelle's lunch",,"Look at the table and images.
Dean 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
val_01697,images/val/val_01697.png,What can Madelyn and Kylie trade to each get what they want?,"[""Madelyn can trade her tomatoes for Kylie's broccoli."", ""Madelyn can trade her tomatoes for Kylie's carrots."", ""Kylie can trade her broccoli for Madelyn's oranges."", ""Kylie can trade her almonds for Madelyn'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.
Madelyn and Kylie open their lunch boxes in the school cafeteria. Neither Madelyn 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.
Madelyn's lunch Kylie's lunch",,"Look at the table and images.
Madelyn 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
val_00900,images/val/val_00900.png,What can Nina and Estelle trade to each get what they want?,"[""Estelle can trade her broccoli for Nina's oranges."", ""Estelle can trade her almonds for Nina's tomatoes."", ""Nina can trade her tomatoes for Estelle's broccoli."", ""Nina can trade her tomatoes for Estelle'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.
Nina and Estelle open their lunch boxes in the school cafeteria. Neither Nina 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.
Nina's lunch Estelle's lunch",,"Look at the table and images.
Nina 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
val_00508,images/val/val_00508.png,What can Marshall and Nick trade to each get what they want?,"[""Nick can trade his broccoli for Marshall's oranges."", ""Nick can trade his almonds for Marshall's tomatoes."", ""Marshall can trade his tomatoes for Nick's broccoli."", ""Marshall can trade his tomatoes for Nick'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.
Marshall and Nick open their lunch boxes in the school cafeteria. Neither Marshall nor Nick 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 Nick's lunch",,"Look at the table and images.
Marshall wants broccoli. Nick 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
val_02107,images/val/val_02107.png,What can Harper and Kamal trade to each get what they want?,"[""Kamal can trade his almonds for Harper's tomatoes."", ""Harper can trade her tomatoes for Kamal's carrots."", ""Kamal can trade his broccoli for Harper's oranges."", ""Harper can trade her tomatoes for Kamal'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.
Harper and Kamal open their lunch boxes in the school cafeteria. Neither Harper nor Kamal 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.
Harper's lunch Kamal's lunch",,"Look at the table and images.
Harper wants broccoli. Kamal 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
val_01925,images/val/val_01925.png,What can Cora and Reagan trade to each get what they want?,"[""Cora can trade her tomatoes for Reagan's broccoli."", ""Cora can trade her tomatoes for Reagan's carrots."", ""Reagan can trade her broccoli for Cora's oranges."", ""Reagan can trade her almonds for Cora'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.
Cora and Reagan open their lunch boxes in the school cafeteria. Neither Cora nor Reagan 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 Reagan's lunch",,"Look at the table and images.
Cora wants broccoli. Reagan 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
val_01873,images/val/val_01873.png,What can Allie and Bobby trade to each get what they want?,"[""Allie can trade her tomatoes for Bobby's carrots."", ""Allie can trade her tomatoes for Bobby's broccoli."", ""Bobby can trade his broccoli for Allie's oranges."", ""Bobby can trade his almonds for Allie'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.
Allie and Bobby open their lunch boxes in the school cafeteria. Neither Allie nor Bobby 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.
Allie's lunch Bobby's lunch",,"Look at the table and images.
Allie wants broccoli. Bobby 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
val_03469,images/val/val_03469.png,What can Dustin and Myra trade to each get what they want?,"[""Myra can trade her almonds for Dustin's tomatoes."", ""Myra can trade her broccoli for Dustin's oranges."", ""Dustin can trade his tomatoes for Myra's broccoli."", ""Dustin can trade his tomatoes for Myra'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.
Dustin and Myra open their lunch boxes in the school cafeteria. Neither Dustin 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.
Dustin's lunch Myra's lunch",,"Look at the table and images.
Dustin 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,grade7,social science,economics,Basic economic principles,Trade and specialization
val_01355,images/val/val_01355.png,What can Kiara and Bernie trade to each get what they want?,"[""Bernie can trade his broccoli for Kiara's oranges."", ""Kiara can trade her tomatoes for Bernie's broccoli."", ""Kiara can trade her tomatoes for Bernie's carrots."", ""Bernie can trade his almonds for Kiara'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.
Kiara and Bernie open their lunch boxes in the school cafeteria. Neither Kiara nor Bernie 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.
Kiara's lunch Bernie's lunch",,"Look at the table and images.
Kiara wants broccoli. Bernie 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
val_04008,images/val/val_04008.png,What can Meg and Florence trade to each get what they want?,"[""Meg can trade her tomatoes for Florence's carrots."", ""Florence can trade her almonds for Meg's tomatoes."", ""Florence can trade her broccoli for Meg's oranges."", ""Meg can trade her tomatoes for Florence'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.
Meg and Florence open their lunch boxes in the school cafeteria. Neither Meg nor Florence 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.
Meg's lunch Florence's lunch",,"Look at the table and images.
Meg wants broccoli. Florence 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
val_03933,images/val/val_03933.png,What can Jayden and Dave trade to each get what they want?,"[""Jayden can trade his tomatoes for Dave's broccoli."", ""Dave can trade his almonds for Jayden's tomatoes."", ""Dave can trade his broccoli for Jayden's oranges."", ""Jayden can trade his tomatoes for Dave'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.
Jayden and Dave open their lunch boxes in the school cafeteria. Neither Jayden nor Dave 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.
Jayden's lunch Dave's lunch",,"Look at the table and images.
Jayden wants broccoli. Dave 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
val_03117,images/val/val_03117.png,What can Jeffrey and David trade to each get what they want?,"[""David can trade his broccoli for Jeffrey's oranges."", ""Jeffrey can trade his tomatoes for David's carrots."", ""Jeffrey can trade his tomatoes for David's broccoli."", ""David can trade his almonds for Jeffrey'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.
Jeffrey and David open their lunch boxes in the school cafeteria. Neither Jeffrey nor David 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.
Jeffrey's lunch David's lunch",,"Look at the table and images.
Jeffrey wants broccoli. David 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
val_01258,images/val/val_01258.png,What can Kinsley and Cole trade to each get what they want?,"[""Kinsley can trade her tomatoes for Cole's carrots."", ""Kinsley can trade her tomatoes for Cole's broccoli."", ""Cole can trade his broccoli for Kinsley's oranges."", ""Cole can trade his almonds for Kinsley'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.
Kinsley and Cole open their lunch boxes in the school cafeteria. Neither Kinsley 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.
Kinsley's lunch Cole's lunch",,"Look at the table and images.
Kinsley 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,grade7,social science,economics,Basic economic principles,Trade and specialization
val_03096,images/val/val_03096.png,What can Greg and Josie trade to each get what they want?,"[""Greg can trade his tomatoes for Josie's broccoli."", ""Josie can trade her broccoli for Greg's oranges."", ""Josie can trade her almonds for Greg's tomatoes."", ""Greg can trade his tomatoes for Josie'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.
Greg and Josie open their lunch boxes in the school cafeteria. Neither Greg nor Josie 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.
Greg's lunch Josie's lunch",,"Look at the table and images.
Greg wants broccoli. Josie 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
val_04214,images/val/val_04214.png,What can Sasha and Franco trade to each get what they want?,"[""Sasha can trade her tomatoes for Franco's broccoli."", ""Franco can trade his almonds for Sasha's tomatoes."", ""Franco can trade his broccoli for Sasha's oranges."", ""Sasha can trade her tomatoes for Franco'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.
Sasha and Franco open their lunch boxes in the school cafeteria. Neither Sasha nor Franco 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.
Sasha's lunch Franco's lunch",,"Look at the table and images.
Sasha wants broccoli. Franco 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
val_01963,images/val/val_01963.png,What can Kurt and Franco trade to each get what they want?,"[""Franco can trade his almonds for Kurt's tomatoes."", ""Franco can trade his broccoli for Kurt's oranges."", ""Kurt can trade his tomatoes for Franco's broccoli."", ""Kurt can trade his tomatoes for Franco'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.
Kurt and Franco open their lunch boxes in the school cafeteria. Neither Kurt nor Franco 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.
Kurt's lunch Franco's lunch",,"Look at the table and images.
Kurt wants broccoli. Franco 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
val_00839,images/val/val_00839.png,What can Brody and Kelly trade to each get what they want?,"[""Kelly can trade her broccoli for Brody's oranges."", ""Kelly can trade her almonds for Brody's tomatoes."", ""Brody can trade his tomatoes for Kelly's broccoli."", ""Brody can trade his tomatoes for Kelly'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.
Brody and Kelly open their lunch boxes in the school cafeteria. Neither Brody nor Kelly 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.
Brody's lunch Kelly's lunch",,"Look at the table and images.
Brody wants broccoli. Kelly 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
val_01505,images/val/val_01505.png,What can Darnel and Neil trade to each get what they want?,"[""Neil can trade his almonds for Darnel's tomatoes."", ""Darnel can trade his tomatoes for Neil's broccoli."", ""Neil can trade his broccoli for Darnel's oranges."", ""Darnel can trade his tomatoes for Neil'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.
Darnel and Neil open their lunch boxes in the school cafeteria. Neither Darnel nor Neil 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.
Darnel's lunch Neil's lunch",,"Look at the table and images.
Darnel wants broccoli. Neil 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
val_02211,images/val/val_02211.png,What can Diane and Evelyn trade to each get what they want?,"[""Evelyn can trade her broccoli for Diane's oranges."", ""Evelyn can trade her almonds for Diane's tomatoes."", ""Diane can trade her tomatoes for Evelyn's carrots."", ""Diane can trade her 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.
Diane and Evelyn open their lunch boxes in the school cafeteria. Neither Diane 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.
Diane's lunch Evelyn's lunch",,"Look at the table and images.
Diane 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
val_03146,images/val/val_03146.png,What can Quinn and Ling trade to each get what they want?,"[""Quinn can trade his tomatoes for Ling's carrots."", ""Ling can trade her almonds for Quinn's tomatoes."", ""Quinn can trade his tomatoes for Ling's broccoli."", ""Ling can trade her broccoli for Quinn'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.
Quinn and Ling open their lunch boxes in the school cafeteria. Neither Quinn nor Ling 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.
Quinn's lunch Ling's lunch",,"Look at the table and images.
Quinn wants broccoli. Ling 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
val_02117,images/val/val_02117.png,What can Maria and Jason trade to each get what they want?,"[""Maria can trade her tomatoes for Jason's carrots."", ""Jason can trade his broccoli for Maria's oranges."", ""Jason can trade his almonds for Maria's tomatoes."", ""Maria can trade her tomatoes for Jason'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.
Maria and Jason open their lunch boxes in the school cafeteria. Neither Maria 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.
Maria's lunch Jason's lunch",,"Look at the table and images.
Maria 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,grade8,social science,economics,Basic economic principles,Trade and specialization
val_03288,images/val/val_03288.png,What can Jim and Sasha trade to each get what they want?,"[""Jim can trade his tomatoes for Sasha's carrots."", ""Sasha can trade her almonds for Jim's tomatoes."", ""Sasha can trade her broccoli for Jim's oranges."", ""Jim can trade his tomatoes for Sasha'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.
Jim and Sasha open their lunch boxes in the school cafeteria. Neither Jim nor Sasha 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.
Jim's lunch Sasha's lunch",,"Look at the table and images.
Jim wants broccoli. Sasha 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
val_02336,images/val/val_02336.png,What can Olivia and Cara trade to each get what they want?,"[""Olivia can trade her tomatoes for Cara's broccoli."", ""Cara can trade her almonds for Olivia's tomatoes."", ""Cara can trade her broccoli for Olivia's oranges."", ""Olivia can trade her tomatoes for Cara'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.
Olivia and Cara open their lunch boxes in the school cafeteria. Neither Olivia nor Cara 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.
Olivia's lunch Cara's lunch",,"Look at the table and images.
Olivia wants broccoli. Cara 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
val_02455,images/val/val_02455.png,What can Dalton and Elise trade to each get what they want?,"[""Elise can trade her almonds for Dalton's tomatoes."", ""Dalton can trade his tomatoes for Elise's broccoli."", ""Elise can trade her broccoli for Dalton's oranges."", ""Dalton can trade his tomatoes for Elise'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.
Dalton and Elise open their lunch boxes in the school cafeteria. Neither Dalton 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.
Dalton's lunch Elise's lunch",,"Look at the table and images.
Dalton 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
val_03602,images/val/val_03602.png,What can Zoe and Miguel trade to each get what they want?,"[""Miguel can trade his almonds for Zoe's tomatoes."", ""Zoe can trade her tomatoes for Miguel's broccoli."", ""Miguel can trade his broccoli for Zoe's oranges."", ""Zoe can trade her tomatoes for Miguel'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.
Zoe and Miguel open their lunch boxes in the school cafeteria. Neither Zoe nor Miguel 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.
Zoe's lunch Miguel's lunch",,"Look at the table and images.
Zoe wants broccoli. Miguel 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
val_03609,images/val/val_03609.png,What can Tony and Celine trade to each get what they want?,"[""Tony can trade his tomatoes for Celine's broccoli."", ""Celine can trade her almonds for Tony's tomatoes."", ""Tony can trade his tomatoes for Celine's carrots."", ""Celine can trade her broccoli for Tony'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.
Tony and Celine open their lunch boxes in the school cafeteria. Neither Tony nor Celine 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.
Tony's lunch Celine's lunch",,"Look at the table and images.
Tony wants broccoli. Celine 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
val_02791,images/val/val_02791.png,What can Ivan and Abdul trade to each get what they want?,"[""Abdul can trade his almonds for Ivan's tomatoes."", ""Ivan can trade his tomatoes for Abdul's broccoli."", ""Abdul can trade his broccoli for Ivan's oranges."", ""Ivan can trade his tomatoes for Abdul'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.
Ivan and Abdul open their lunch boxes in the school cafeteria. Neither Ivan nor Abdul 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.
Ivan's lunch Abdul's lunch",,"Look at the table and images.
Ivan wants broccoli. Abdul 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
val_02296,images/val/val_02296.png,What can Lexi and Hugo trade to each get what they want?,"[""Hugo can trade his broccoli for Lexi's oranges."", ""Lexi can trade her tomatoes for Hugo's carrots."", ""Hugo can trade his almonds for Lexi's tomatoes."", ""Lexi can trade her tomatoes for Hugo'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.
Lexi and Hugo open their lunch boxes in the school cafeteria. Neither Lexi nor Hugo 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 Hugo's lunch",,"Look at the table and images.
Lexi wants broccoli. Hugo 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
val_00468,images/val/val_00468.png,What can Greg and Ben trade to each get what they want?,"[""Greg can trade his tomatoes for Ben's carrots."", ""Greg can trade his tomatoes for Ben's broccoli."", ""Ben can trade his almonds for Greg's tomatoes."", ""Ben can trade his broccoli for Greg'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.
Greg and Ben open their lunch boxes in the school cafeteria. Neither Greg nor Ben 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.
Greg's lunch Ben's lunch",,"Look at the table and images.
Greg wants broccoli. Ben 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
val_02046,images/val/val_02046.png,What can Eli and Pedro trade to each get what they want?,"[""Pedro can trade his almonds for Eli's tomatoes."", ""Pedro can trade his broccoli for Eli's oranges."", ""Eli can trade his tomatoes for Pedro's broccoli."", ""Eli can trade his tomatoes for Pedro'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.
Eli and Pedro open their lunch boxes in the school cafeteria. Neither Eli 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.
Eli's lunch Pedro's lunch",,"Look at the table and images.
Eli 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,grade7,social science,economics,Basic economic principles,Trade and specialization
val_00350,images/val/val_00350.png,Select the organism in the same species as the pink-backed pelican.,"[""Strix uralensis"", ""Pelecanus rufescens"", ""Ardea cinerea""]",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.
Pelecanus rufescens has the same scientific name as a pink-backed pelican. So, these organisms are in the same species.
Strix uralensis does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Strix uralensis are not in the same species.
Ardea cinerea does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Ardea cinerea are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_02830,images/val/val_02830.png,Select the organism in the same species as the Steller's sea eagle.,"[""Diodon hystrix"", ""Haliaeetus pelagicus"", ""Haliaeetus leucocephalus""]",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.
Haliaeetus pelagicus has the same scientific name as a Steller's sea eagle. So, these organisms are in the same species.
Diodon hystrix does not have the same scientific name as a Steller's sea eagle. So, Haliaeetus pelagicus and Diodon hystrix are not in the same species.
Haliaeetus pelagicus is in the same genus as Haliaeetus leucocephalus, but they are not in the same species.
Organisms in the same species have the same scientific names. Haliaeetus pelagicus and Haliaeetus leucocephalus are different species within the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_00752,images/val/val_00752.png,Which better describes the New England Seamount Chain ecosystem?,"[""It has shallow water. It also has organisms that crawl or stick to the ground."", ""It has water at the bottom of the ocean. It also has organisms that crawl or stick to the ground.""]",2,1,"Figure: New England Seamount Chain.
The New England Seamount Chain is a deep sea ecosystem in the northern 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 New England Seamount Chain 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
val_03491,images/val/val_03491.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 soil that is rich in nutrients. 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 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 soil that is rich in nutrients. It also has only a few types of trees.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_04125,images/val/val_04125.png,Which better describes the Pantanal 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 land that is covered with water during most of the year. It also has other water ecosystems nearby.""]",2,1,"Figure: Pantanal.
The Pantanal is a wetland ecosystem located mostly in Brazil.","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 Pantanal has land that is covered with water during most of the year. It also has other water ecosystems nearby.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
val_01636,images/val/val_01636.png,Select the organism in the same species as the European green toad.,"[""Bufo viridis"", ""Hyla cinerea"", ""Lithobates blairi""]",3,0,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.
Lithobates blairi does not have the same scientific name as a European green toad. So, Bufo viridis and Lithobates blairi are not in the same species.
Bufo viridis has the same scientific name as a European green toad. So, these organisms are in the same species.
Hyla cinerea does not have the same scientific name as a European green toad. So, Bufo viridis and Hyla cinerea are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_01995,images/val/val_01995.png,Which better describes the De Biesbosch National Park ecosystem?,"[""It has land that is covered with water during most of the year. 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 land that is covered with water during most of the year. It also has other water ecosystems nearby.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
val_04072,images/val/val_04072.png,Select the organism in the same genus as the western crowned pigeon.,"[""Agalychnis callidryas"", ""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.
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.
Agalychnis callidryas is in the genus Agalychnis. The first word of its scientific name is Agalychnis. So, Agalychnis callidryas and Goura cristata are not in the same genus.
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.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_02460,images/val/val_02460.png,Select the organism in the same genus as the Victoria crowned pigeon.,"[""Aequorea victoria"", ""Goura scheepmakeri"", ""Strix aluco""]",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.
Strix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Goura victoria 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 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.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_02625,images/val/val_02625.png,"In this experiment, which were part of a control group?","[""the plants that were only soaked in water"", ""the plants that were soaked in water and sprayed""]",2,0,"The passage below describes an experiment.

Ellen had six air plants on her desk that were not growing. Once a week, she soaked the air plants in water. But she suspected that they needed more water. She wondered if spraying the air plants with water every day in addition to soaking them would help them grow.
Ellen measured the initial weight of all six air plants. Then, for the next month, she continued to soak all of the air plants once a week. She also sprayed three of the plants every day. At the end of the month, Ellen measured the weights of the plants again.
Figure: an air plant displayed on a rock.","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, Ellen investigated whether spraying air plants affects their growth. The plants that were only soaked in water were not sprayed. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
val_03169,images/val/val_03169.png,Select the organism in the same species as the small-mouth salamander.,"[""Taricha granulosa"", ""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.
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 vulgaris does not have the same scientific name as a small-mouth salamander. So, Ambystoma texanum and Lissotriton vulgaris are not in the same species.
Ambystoma texanum has the same scientific name as a small-mouth salamander. So, these organisms are in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00689,images/val/val_00689.png,Select the organism in the same genus as the black-footed cat.,"[""Felis nigripes"", ""Erinaceus europaeus"", ""Phoebastria nigripes""]",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. The first word of its scientific name is Felis.
Phoebastria nigripes and Felis nigripes are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Phoebastria nigripes and Felis nigripes have the same species name within their genus, nigripes. But the first words of their scientific names are different. Phoebastria nigripes is in the genus Phoebastria, and Felis nigripes is in the genus Felis.
This organism and the black-footed cat are in the same genus and the same species! Both organisms have the same scientific name, Felis nigripes.
Erinaceus europaeus is in the genus Erinaceus. The first word of its scientific name is Erinaceus. So, Erinaceus europaeus and Felis nigripes are not in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_03002,images/val/val_03002.png,Select the organism in the same species as the black-footed cat.,"[""Felis nigripes"", ""Phoebastria nigripes"", ""Macropus giganteus""]",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.
Phoebastria nigripes does have the same species within its genus as a black-footed cat, 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.
Macropus giganteus does not have the same scientific name as a black-footed cat. So, Felis nigripes and Macropus giganteus are not in the same species.
Felis nigripes has the same scientific name as a black-footed cat. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01726,images/val/val_01726.png,Which better describes the Everglades National Park ecosystem?,"[""It has soil that is poor in nutrients. It also has only a few types of organisms."", ""It has land that is covered in water during most of the year. 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 land that is covered with water during most of the year. It also has other water ecosystems nearby.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
val_00685,images/val/val_00685.png,"Is the wind turning a pinwheel 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.",Wind turning a pinwheel is air that is moving! Air is a gas. The air expands to fill the space around the pinwheel.,closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_03468,images/val/val_03468.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""CmACO1 gene . . . CmACO1 protein"", ""CmACO1 protein . . . CmACO1 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.

In plants such as the European cantaloupe, fruit ripening is affected by a substance called ethylene (ETH-uh-leen). Ethylene is made inside a plant's cells with the help of a protein called CmACO1. The CmACO1 protein is encoded by the CmACO1 gene.
A certain European cantaloupe plant had a mutation in its CmACO1 gene. Compared to the CmACO1 gene without a mutation, the mutated CmACO1 gene encoded a form of the CmACO1 protein with a different structure.
This different form of the CmACO1 protein could make only a small amount of ethylene. The fruits of this plant took longer to ripen than fruits from plants containing more ethylene. Farmers found this mutation useful because the fruit stayed good for a longer period of time after harvest.
Figure: a European cantaloupe.","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 CmACO1 gene affected the structure and function of the CmACO1 protein.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
val_02979,images/val/val_02979.png,Select the organism in the same species as the pink skunk clownfish.,"[""Diodon nicthemerus"", ""Procambarus clarkii"", ""Amphiprion perideraion""]",3,2,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 has the same scientific name as a pink skunk clownfish. So, these organisms are in the same species.
Diodon nicthemerus does not have the same scientific name as a pink skunk clownfish. So, Amphiprion perideraion and Diodon nicthemerus are not in the same species.
Procambarus clarkii does not have the same scientific name as a pink skunk clownfish. So, Amphiprion perideraion and Procambarus clarkii are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00551,images/val/val_00551.png,Select the organism in the same species as the Victoria crowned pigeon.,"[""Goura victoria"", ""Dendrobates leucomelas"", ""Aequorea victoria""]",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.
Dendrobates leucomelas does not have the same scientific name as a Victoria crowned pigeon. So, Goura victoria and Dendrobates leucomelas are not 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.
Goura victoria has the same scientific name as a Victoria crowned pigeon. So, these organisms are in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_00522,images/val/val_00522.png,Look at the picture. Which word best describes the sound this hammer makes?,"[""buzzing"", ""dripping"", ""banging""]",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 banging describes the sound this hammer makes.
Dripping and buzzing can also describe sounds. But they do not describe the sounds this hammer makes.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
val_02495,images/val/val_02495.png,Select the organism in the same genus as the eastern gray kangaroo.,"[""Equus quagga"", ""Macropus agilis"", ""Equus grevyi""]",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.
Equus grevyi is in the genus Equus. The first word of its scientific name is Equus. So, Equus grevyi 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 agilis is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus agilis and Macropus giganteus are in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_02352,images/val/val_02352.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.","[""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 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
val_00008,images/val/val_00008.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
val_00621,images/val/val_00621.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
val_02034,images/val/val_02034.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""FliG protein . . . FliG gene"", ""FliG gene . . . FliG 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.

Certain types of Escherichia coli (E. coli) bacteria have long, thin structures called flagella. The flagella on these bacteria can spin. This motion propels the bacteria and allows them to move through their environments.
Flagella are assembled from many different proteins that stick to each other. Parts of the E. coli flagella are made up of a protein called FliG. The FliG protein is encoded by the FliG gene.
Scientists discovered some E. coli cells that had no flagella. These bacteria had a mutation in the FliG gene. Compared to the FliG gene without a mutation, the mutated FliG gene encoded a form of the FliG protein with a different structure.
This different form of the FliG protein could not stick to other flagella proteins.
Figure: an E. coli cell with flagella.","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 FliG gene affected the structure and function of the FliG protein.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
val_00655,images/val/val_00655.png,Select the organism in the same genus as the American white pelican.,"[""Pelecanus philippensis"", ""Strix uralensis"", ""Ardea herodias""]",3,0,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 herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Pelecanus erythrorhynchos are not in the same genus.
Pelecanus philippensis is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus philippensis and Pelecanus erythrorhynchos are 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 erythrorhynchos are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00623,images/val/val_00623.png,Which better describes the Pisgah National 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: 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 soil that is rich in nutrients. It also has only a few types of trees.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_02243,images/val/val_02243.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 includes a recommendation from a respected organization.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_00300,images/val/val_00300.png,Select the organism in the same species as the green tree frog.,"[""Hyla cinerea"", ""Atelopus zeteki"", ""Bufo viridis""]",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.
Bufo viridis does not have the same scientific name as a green tree frog. So, Hyla cinerea and Bufo viridis are not in the same species.
Hyla cinerea has the same scientific name as a green tree frog. So, these organisms are in the same species.
Atelopus zeteki does not have the same scientific name as a green tree frog. So, Hyla cinerea and Atelopus zeteki are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_01949,images/val/val_01949.png,Select the organism in the same genus as the Canada lynx.,"[""Felis catus"", ""Lynx rufus"", ""Felis chaus""]",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.
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.
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.
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,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_02870,images/val/val_02870.png,"Complete the sentence.
The Peru-Chile Trench formed at a () boundary.","[""convergent"", ""divergent"", ""transform""]",3,0,"Read the passage and look at the picture.
The Peru-Chile Trench is a deep-sea trench that extends along the western coast of South America. Here, the Nazca Plate is moving toward the South American Plate at a rate of about 7.9 centimeters per year. As these plates collide, the oceanic crust of the Nazca Plate subducts, or sinks, below the continental crust of the South American Plate, forming the Peru-Chile 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.
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 Peru-Chile Trench, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Peru-Chile Trench is a deep-sea trench that extends along the western coast of South America. Here, the Nazca Plate is moving toward the South American Plate at a rate of about 7.9 centimeters per year. As these plates collide, the oceanic crust of the Nazca Plate subducts, or sinks, below the continental crust of the South American Plate, forming the Peru-Chile Trench.
The underlined part of the passage explains that the Peru-Chile Trench formed as the two plates moved toward each other. So, the Peru-Chile Trench formed at a convergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
val_02922,images/val/val_02922.png,Select the organism in the same genus as the European hedgehog.,"[""Erinaceus europaeus"", ""Sciurus vulgaris"", ""Lepus americanus""]",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.
This organism and the European hedgehog are in the same genus and the same species! Both organisms have the same scientific name, Erinaceus europaeus.
Sciurus vulgaris is in the genus Sciurus. The first word of its scientific name is Sciurus. So, Sciurus vulgaris and Erinaceus europaeus are not in the same genus.
Lepus americanus is in the genus Lepus. The first word of its scientific name is Lepus. So, Lepus americanus and Erinaceus europaeus are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_02987,images/val/val_02987.png,Select the organism in the same genus as the Grevy's zebra.,"[""Camelus bactrianus"", ""Equus grevyi"", ""Macropus giganteus""]",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.
This organism and the Grevy's zebra are in the same genus and the same species! Both organisms have the same scientific name, Equus grevyi.
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.
Camelus bactrianus is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus bactrianus and Equus grevyi are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_02684,images/val/val_02684.png,Select the organism in the same species as the copperband butterflyfish.,"[""Chelmon rostratus"", ""Amphiprion frenatus"", ""Premnas biaculeatus""]",3,0,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.
Chelmon rostratus has the same scientific name as a copperband butterflyfish. So, these organisms are in the same species.
Amphiprion frenatus does not have the same scientific name as a copperband butterflyfish. So, Chelmon rostratus and Amphiprion frenatus are not in the same species.
Premnas biaculeatus does not have the same scientific name as a copperband butterflyfish. So, Chelmon rostratus and Premnas biaculeatus are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_03074,images/val/val_03074.png,Select the organism in the same genus as the mantled howler.,"[""Alouatta caraya"", ""Ovis aries"", ""Ovis orientalis""]",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.
Alouatta caraya is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta caraya and Alouatta palliata are in the same genus.
Ovis orientalis is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis orientalis and Alouatta palliata 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 Alouatta palliata are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_01339,images/val/val_01339.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 brand has been trusted and highly respected (the best in its class) for many years.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_01484,images/val/val_01484.png,Select the organism in the same species as the great gray owl.,"[""Goura victoria"", ""Strix nebulosa"", ""Goura scheepmakeri""]",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.
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.
Goura victoria does not have the same scientific name as a great gray owl. So, Strix nebulosa and Goura victoria are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_03477,images/val/val_03477.png,"Is the air inside a beach ball a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""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.","The air inside a beach ball is a gas. A gas expands to fill a space.
The air fills all the space inside the beach ball. If air leaks out, it will expand into the space around the ball.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
val_03340,images/val/val_03340.png,Select the organism in the same genus as the gray tree frog.,"[""Hyla japonica"", ""Bufo guttatus"", ""Atelopus zeteki""]",3,0,This organism is a gray tree frog. Its scientific name is Hyla versicolor.,"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 tree frog's scientific name is Hyla versicolor. The first word of its scientific name is Hyla.
Hyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Hyla versicolor are in the same genus.
Bufo guttatus is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo guttatus and Hyla versicolor are not in the same genus.
Atelopus zeteki is in the genus Atelopus. The first word of its scientific name is Atelopus. So, Atelopus zeteki and Hyla versicolor are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_04124,images/val/val_04124.png,Select the organism in the same genus as the peregrine falcon.,"[""Falco novaeseelandiae"", ""Pelecanus rufescens"", ""Pelecanus crispus""]",3,0,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.
Pelecanus crispus is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus crispus and Falco peregrinus 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 Falco peregrinus are not in the same genus.
Falco novaeseelandiae is in the genus Falco. The first word of its scientific name is Falco. So, Falco novaeseelandiae and Falco peregrinus are in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00190,images/val/val_00190.png,Select the organism in the same species as the marbled salamander.,"[""Taricha torosa"", ""Taricha granulosa"", ""Ambystoma opacum""]",3,2,This organism is a marbled salamander. Its scientific name is Ambystoma opacum.,"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 marbled salamander's scientific name is Ambystoma opacum.
Taricha granulosa does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Taricha granulosa are not in the same species.
Ambystoma opacum has the same scientific name as a marbled salamander. So, these organisms are in the same species.
Taricha torosa does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Taricha torosa are not in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01284,images/val/val_01284.png,Select the organism in the same genus as the cocoi heron.,"[""Strix uralensis"", ""Ardea herodias"", ""Pelecanus occidentalis""]",3,1,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 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.
Strix uralensis is in the genus Strix. The first word of its scientific name is Strix. So, Strix uralensis and Ardea cocoi are not in the same genus.
Pelecanus occidentalis is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus occidentalis and Ardea cocoi are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_02566,images/val/val_02566.png,Select the organism in the same species as the cocoi heron.,"[""Falco peregrinus"", ""Tyto alba"", ""Ardea cocoi""]",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.
Tyto alba does not have the same scientific name as a cocoi heron. So, Ardea cocoi and Tyto alba are not in the same species.
Ardea cocoi has the same scientific name as a cocoi heron. So, these organisms are in the same species.
Falco peregrinus does not have the same scientific name as a cocoi heron. So, Ardea cocoi and Falco peregrinus are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_03603,images/val/val_03603.png,Select the organism in the same genus as the jungle cat.,"[""Neofelis nebulosa"", ""Lynx pardinus"", ""Felis nigripes""]",3,2,This organism is a jungle cat. Its scientific name is Felis chaus.,"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 jungle cat's scientific name is Felis chaus. The first word of its scientific name is Felis.
Felis nigripes is in the genus Felis. The first word of its scientific name is Felis. So, Felis nigripes and Felis chaus 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 chaus 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 chaus are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_03853,images/val/val_03853.png,Select the organism in the same genus as the great blue heron.,"[""Ardea alba"", ""Ictinia mississippiensis"", ""Phoebastria nigripes""]",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. The first word of its scientific name is Ardea.
Ardea alba is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea alba and Ardea herodias 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 Ardea herodias are not in the same genus.
Ictinia mississippiensis is in the genus Ictinia. The first word of its scientific name is Ictinia. So, Ictinia mississippiensis and Ardea herodias are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_01781,images/val/val_01781.png,Select the organism in the same species as the Goliath heron.,"[""Falco tinnunculus"", ""Ardea goliath"", ""Strix uralensis""]",3,1,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.
Falco tinnunculus does not have the same scientific name as a Goliath heron. So, Ardea goliath and Falco tinnunculus are not in the same species.
Ardea goliath has the same scientific name as a Goliath heron. So, these organisms are in the same species.
Strix uralensis does not have the same scientific name as a Goliath heron. So, Ardea goliath and Strix uralensis are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_03133,images/val/val_03133.png,Select the organism in the same species as the barn owl.,"[""Tyto alba"", ""Ardea cinerea"", ""Falco sparverius""]",3,0,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.
Tyto alba has the same scientific name as a barn owl. So, these organisms are 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.
Falco sparverius does not have the same scientific name as a barn owl. So, Tyto alba and Falco sparverius are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_04002,images/val/val_04002.png,Select the organism in the same species as the great egret.,"[""Ardea alba"", ""Tyto alba"", ""Lynx lynx""]",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.
Lynx lynx does not have the same scientific name as a great egret. So, Ardea alba and Lynx lynx are not in the same species.
Tyto alba does have the same species within its genus as a great egret, 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 alba has the same scientific name as a great egret. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_04151,images/val/val_04151.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 focuses on the brand's values (real cheese) and its long history (since 1941).",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_04098,images/val/val_04098.png,Select the organism in the same genus as the mountain zebra.,"[""Cervus canadensis"", ""Equus quagga"", ""Macropus rufus""]",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.
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.
Equus quagga is in the genus Equus. The first word of its scientific name is Equus. So, Equus quagga and Equus zebra are in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_03645,images/val/val_03645.png,Which statement describes the Eastern Siberian Taiga ecosystem?,"[""It has soil that is frozen year-round."", ""It has mostly small plants."", ""It has long, cold winters and short, cool summers.""]",3,2,"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 long, cold winters and short, cool summers. 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 mostly small plants.",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
val_01461,images/val/val_01461.png,Select the organism in the same species as the Grevy's zebra.,"[""Cervus canadensis"", ""Macropus rufus"", ""Equus grevyi""]",3,2,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.
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.
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.
Equus grevyi has the same scientific name as a Grevy's zebra. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01632,images/val/val_01632.png,Select the organism in the same species as the great egret.,"[""Ardea alba"", ""Balearica pavonina"", ""Falco novaeseelandiae""]",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.
Balearica pavonina does not have the same scientific name as a great egret. So, Ardea alba and Balearica pavonina 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 novaeseelandiae does not have the same scientific name as a great egret. So, Ardea alba and Falco novaeseelandiae are not in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01205,images/val/val_01205.png,Select the organism in the same genus as the bighorn sheep.,"[""Ovis aries"", ""Castor canadensis"", ""Strix nebulosa""]",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.
Castor canadensis and Ovis 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 Ovis 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 Ovis canadensis is in the genus Ovis.
Strix nebulosa is in the genus Strix. The first word of its scientific name is Strix. So, Strix nebulosa and Ovis canadensis 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 Ovis canadensis are in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01877,images/val/val_01877.png,Select the organism in the same species as the bald eagle.,"[""Pelecanus occidentalis"", ""Bubo scandiacus"", ""Haliaeetus leucocephalus""]",3,2,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.
Pelecanus occidentalis does not have the same scientific name as a bald eagle. So, Haliaeetus leucocephalus and Pelecanus occidentalis are not in the same species.
Haliaeetus leucocephalus has the same scientific name as a bald eagle. So, these organisms are in the same species.
Bubo scandiacus does not have the same scientific name as a bald eagle. So, Haliaeetus leucocephalus and Bubo scandiacus are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_03472,images/val/val_03472.png,Select the organism in the same species as the American alligator.,"[""Ictinia mississippiensis"", ""Alligator mississippiensis"", ""Pelecanus occidentalis""]",3,1,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.
Pelecanus occidentalis does not have the same scientific name as an American alligator. So, Alligator mississippiensis and Pelecanus occidentalis are not in the same species.
Ictinia mississippiensis does have the same species within its genus as an American alligator, 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.
Alligator mississippiensis has the same scientific name as an American alligator. So, these organisms are in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_01149,images/val/val_01149.png,"Complete the sentence.
The Japan Trench formed at a () boundary.","[""divergent"", ""convergent"", ""transform""]",3,1,"Read the passage and look at the picture.
The Japan Trench is a deep-sea trench east of the islands of Japan. The trench formed as the Pacific Plate subducted, or sank, below the Okhotsk Plate. The two plates continue to move toward each other. This movement can cause devastating earthquakes in Japan, such as a magnitude 9.0 earthquake that occurred on March 11, 2011.","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 Japan Trench, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Japan Trench is a deep-sea trench east of the islands of Japan. The trench formed as the Pacific Plate subducted, or sank, below the Okhotsk Plate. The two plates continue to move toward each other. This movement can cause devastating earthquakes in Japan, such as a magnitude 9.0 earthquake that occurred on March 11, 2011.
The underlined part of the passage explains that the Japan Trench formed as the two plates moved toward each other. So, the Japan Trench formed at a convergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
val_00780,images/val/val_00780.png,Select the organism in the same genus as the silver gull.,"[""Larus occidentalis"", ""Chroicocephalus ridibundus"", ""Caprimulgus europaeus""]",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. The first word of its scientific name is Chroicocephalus.
Larus occidentalis is in the genus Larus. The first word of its scientific name is Larus. So, Larus occidentalis and Chroicocephalus novaehollandiae are not in the same genus.
Caprimulgus europaeus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus europaeus and Chroicocephalus novaehollandiae are not in the same genus.
Chroicocephalus ridibundus is in the genus Chroicocephalus. The first word of its scientific name is Chroicocephalus. So, Chroicocephalus ridibundus and Chroicocephalus novaehollandiae are in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_02135,images/val/val_02135.png,Select the organism in the same species as the silver gull.,"[""Goura cristata"", ""Chroicocephalus novaehollandiae"", ""Goura victoria""]",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.
Goura victoria does not have the same scientific name as a silver gull. So, Chroicocephalus novaehollandiae and Goura victoria are not in the same species.
Goura cristata does not have the same scientific name as a silver gull. So, Chroicocephalus novaehollandiae and Goura cristata are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00657,images/val/val_00657.png,"Complete the sentence.
The Aden Ridge formed at a () boundary.","[""convergent"", ""divergent"", ""transform""]",3,1,"Read the passage and look at the picture.
The Aden Ridge began to form millions of years ago as the Somalian Plate and the Arabian Plate moved away from each other. The plates are slowly moving apart at a rate of about 2 centimeters per year. On the map, the ridge is shown in the Gulf of Aden, between the countries of Somalia and Yemen.","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 Aden Ridge, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Aden Ridge began to form millions of years ago as the Somalian Plate and the Arabian Plate moved away from each other. The plates are slowly moving apart at a rate of about 2 centimeters per year. On the map, the ridge is shown in the Gulf of Aden, between the countries of Somalia and Yemen.
The underlined part of the passage explains that the Aden Ridge formed as the two plates moved away from each other, or diverged. So, the Aden Ridge formed at a divergent boundary.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
val_03149,images/val/val_03149.png,Select the organism in the same genus as the great egret.,"[""Hystrix cristata"", ""Ardea cinerea"", ""Tyto alba""]",3,1,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 cinerea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea cinerea 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.
Hystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Ardea alba are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_02606,images/val/val_02606.png,Select the organism in the same genus as the green tree frog.,"[""Hyla japonica"", ""Macropus giganteus"", ""Ardea cinerea""]",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.
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.
Macropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus 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.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01666,images/val/val_01666.png,Select the organism in the same genus as the blue jay.,"[""Goura cristata"", ""Cyanocitta stelleri"", ""Strix aluco""]",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.
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.
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.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_00597,images/val/val_00597.png,Select the organism in the same species as the marbled salamander.,"[""Taricha torosa"", ""Lissotriton helveticus"", ""Ambystoma opacum""]",3,2,This organism is a marbled salamander. Its scientific name is Ambystoma opacum.,"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 marbled salamander's scientific name is Ambystoma opacum.
Ambystoma opacum has the same scientific name as a marbled salamander. So, these organisms are in the same species.
Lissotriton helveticus does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Lissotriton helveticus are not in the same species.
Taricha torosa does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Taricha torosa are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_03855,images/val/val_03855.png,"In this experiment, which were part of an experimental group?","[""the roses that were not sprayed"", ""the roses sprayed with garlic juice""]",2,1,"The passage below describes an experiment.

Emmy 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. Emmy wondered if spraying her plants with garlic juice would prevent more tumors from forming on her plants.
Once a day, Emmy 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, Emmy investigated whether spraying roses with garlic juice affects how many crown gall tumors form. So, the roses sprayed with garlic juice were part of an experimental group.
The roses that were not sprayed did not get garlic juice. 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
val_03033,images/val/val_03033.png,Select the organism in the same species as the sand cat.,"[""Felis chaus"", ""Bufo bufo"", ""Felis margarita""]",3,2,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.
Bufo bufo does not have the same scientific name as a sand cat. So, Felis margarita and Bufo bufo are not in the same species.
Felis margarita is in the same genus as Felis chaus, but they are not in the same species.
Organisms in the same species have the same scientific names. Felis margarita and Felis chaus are different species within the same genus.
Felis margarita has the same scientific name as a sand cat. So, these organisms are in the same species.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_02779,images/val/val_02779.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 chocolate with indulgence and luxury.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_01516,images/val/val_01516.png,Select the organism in the same genus as the American kestrel.,"[""Ardea herodias"", ""Falco tinnunculus"", ""Ardea cinerea""]",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. The first word of its scientific name is Falco.
Ardea cinerea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea cinerea and Falco sparverius 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 Falco sparverius are not in the same genus.
Falco tinnunculus is in the genus Falco. The first word of its scientific name is Falco. So, Falco tinnunculus and Falco sparverius are in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01070,images/val/val_01070.png,"In this experiment, which were part of an experimental group?","[""the bottles with lids kept on"", ""the bottles with lids taken off""]",2,1,"The passage below describes an experiment.

Steve 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.
Steve 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, Steve 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, Steve investigated whether removing carbon dioxide from soda affects how quickly the soda freezes. So, the bottles with lids taken off were part of an experimental group.
Carbon dioxide was not removed from the bottles with lids kept on. 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
val_02619,images/val/val_02619.png,Select the chemical formula for this molecule.,"[""C"", ""C2"", ""CCl4"", ""CCl5""]",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.","C is the symbol for carbon. Cl is the symbol for chlorine. 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,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
val_01794,images/val/val_01794.png,Select the organism in the same genus as the bald eagle.,"[""Falco tinnunculus"", ""Strix varia"", ""Haliaeetus pelagicus""]",3,2,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. The first word of its scientific name is Haliaeetus.
Strix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Haliaeetus leucocephalus are not in the same genus.
Falco tinnunculus is in the genus Falco. The first word of its scientific name is Falco. So, Falco tinnunculus and Haliaeetus leucocephalus 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 Haliaeetus leucocephalus are in the same genus.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00769,images/val/val_00769.png,"Is the air inside a soap bubble a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""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 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 a soap bubble is a gas. A gas expands to fill a space.
The air inside a soap bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_00279,images/val/val_00279.png,Select the organism in the same species as the agile wallaby.,"[""Alouatta palliata"", ""Macropus agilis"", ""Lontra canadensis""]",3,1,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.
Alouatta palliata does not have the same scientific name as an agile wallaby. So, Macropus agilis and Alouatta palliata 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.
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.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_01268,images/val/val_01268.png,Which is the main persuasive appeal 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 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 brand is trusted by hospitals.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_02126,images/val/val_02126.png,Select the organism in the same species as the peregrine falcon.,"[""Pelecanus occidentalis"", ""Pelecanus philippensis"", ""Falco peregrinus""]",3,2,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.
Pelecanus philippensis does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Pelecanus philippensis are not in the same species.
Pelecanus occidentalis does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Pelecanus occidentalis are not in the same species.
Falco peregrinus has the same scientific name as a peregrine falcon. So, these organisms are in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_01866,images/val/val_01866.png,Look at the picture. Which word best describes how this feather feels to the touch?,"[""soft"", ""heavy"", ""bumpy""]",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 soft describes how this feather feels to the touch.
Heavy and bumpy can also describe how something feels to the touch. But they do not describe this feather.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
val_03106,images/val/val_03106.png,Which is the main persuasive appeal 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 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 illness.",closed choice,grade8,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_02528,images/val/val_02528.png,Select the organism in the same genus as the bobcat.,"[""Lynx lynx"", ""Macropus rufus"", ""Halichoeres hortulanus""]",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. The first word of its scientific name is Lynx.
Halichoeres hortulanus is in the genus Halichoeres. The first word of its scientific name is Halichoeres. So, Halichoeres hortulanus and Lynx rufus are not in the same genus.
Lynx lynx is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx lynx and Lynx rufus are in the same genus.
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.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_03150,images/val/val_03150.png,Select the organism in the same genus as the California newt.,"[""Ambystoma texanum"", ""Taricha granulosa"", ""Ambystoma opacum""]",3,1,This organism is a California newt. Its scientific name is Taricha torosa.,"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 California newt's scientific name is Taricha torosa. The first word of its scientific name is Taricha.
Taricha granulosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha granulosa and Taricha torosa 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 torosa are not in the same genus.
Ambystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Taricha torosa are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_04146,images/val/val_04146.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""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 evoking a fear of illness.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_00796,images/val/val_00796.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
val_02610,images/val/val_02610.png,Select the organism in the same genus as the purple heron.,"[""Procambarus clarkii"", ""Sarracenia purpurea"", ""Ardea alba""]",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.
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.
Procambarus clarkii is in the genus Procambarus. The first word of its scientific name is Procambarus. So, Procambarus clarkii and Ardea purpurea 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 purpurea are in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00868,images/val/val_00868.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 the quality standards that are part of the brand's identity.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_00178,images/val/val_00178.png,Select the organism in the same species as the black-headed gull.,"[""Chroicocephalus ridibundus"", ""Chroicocephalus serranus"", ""Crocodylus moreletii""]",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.
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.
Crocodylus moreletii does not have the same scientific name as a black-headed gull. So, Chroicocephalus ridibundus and Crocodylus moreletii are not in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01885,images/val/val_01885.png,The Inca created a large civilization in South America. Which letter marks the territory of the Inca?,"[""D"", ""B"", ""A"", ""C""]",4,0,The following map shows the location of several civilizations that began in North and South America. Civilizations are organized human communities. Look at the map. Then answer the question below.,,"Look at the map.
The letter D shows the territory where the Inca created their civilization. The Inca civilization was located in South America.",closed choice,grade7,social science,world-history,Early Americas,Foundations of Inca civilization
val_02825,images/val/val_02825.png,Select the organism in the same genus as the Dall sheep.,"[""Ovis canadensis"", ""Hystrix cristata"", ""Alouatta caraya""]",3,0,This organism is a Dall sheep. Its scientific name is Ovis dalli.,"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 Dall sheep's scientific name is Ovis dalli. The first word of its scientific name is Ovis.
Alouatta caraya is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta caraya and Ovis dalli are not in the same genus.
Ovis canadensis is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis canadensis and Ovis dalli 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 dalli are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_03046,images/val/val_03046.png,Select the chemical formula for this molecule.,"[""CHI"", ""C2I5"", ""CI4"", ""I4""]",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.","C is the symbol for carbon. I is the symbol for iodine. 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,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
val_03953,images/val/val_03953.png,Select the organism in the same species as the maroon clownfish.,"[""Diodon hystrix"", ""Halichoeres hortulanus"", ""Premnas biaculeatus""]",3,2,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.
Premnas biaculeatus has the same scientific name as a maroon clownfish. So, these organisms are in the same species.
Diodon hystrix does not have the same scientific name as a maroon clownfish. So, Premnas biaculeatus and Diodon hystrix are not in the same species.
Halichoeres hortulanus does not have the same scientific name as a maroon clownfish. So, Premnas biaculeatus and Halichoeres hortulanus are not in the same species.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_00572,images/val/val_00572.png,"Is a watch 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 watch is a solid. A solid has a size and shape of its own.
A watch can bend to fit your wrist, but the watch will still have its own shape.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_03193,images/val/val_03193.png,Select the organism in the same genus as the smooth newt.,"[""Lissotriton helveticus"", ""Taricha torosa"", ""Ambystoma opacum""]",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.
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.
Ambystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Lissotriton vulgaris are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_03319,images/val/val_03319.png,Select the organism in the same species as the smooth newt.,"[""Lissotriton vulgaris"", ""Ambystoma texanum"", ""Ambystoma opacum""]",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.
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.
Ambystoma opacum does not have the same scientific name as a smooth newt. So, Lissotriton vulgaris and Ambystoma opacum 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.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01052,images/val/val_01052.png,Which better describes the Monongahela National 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: Monongahela National Forest.
The Monongahela National Forest is a temperate deciduous forest ecosystem in eastern West 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, the Monongahela National 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
val_02889,images/val/val_02889.png,Which better describes the Jardines de la Reina National Park 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: Jardines de la Reina National Park.
Jardines de la Reina National Park is a tropical coral reef ecosystem near the southern coast of Cuba.","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, Jardines de la Reina National Park has salty water. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
val_01425,images/val/val_01425.png,Which of the following statements is true?,"[""A substance's chemical structure determines its flavor."", ""A substance's chemical structure depends only on the number and types of atoms in each molecule of the substance.""]",2,0,"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
val_02148,images/val/val_02148.png,Select the organism in the same genus as the red kangaroo.,"[""Lynx rufus"", ""Lepus americanus"", ""Macropus giganteus""]",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. The first word of its scientific name is Macropus.
Lepus americanus is in the genus Lepus. The first word of its scientific name is Lepus. So, Lepus americanus and Macropus rufus are not in the same genus.
Lynx rufus and Macropus rufus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Lynx rufus and Macropus rufus have the same species name within their genus, rufus. But the first words of their scientific names are different. Lynx rufus is in the genus Lynx, and Macropus rufus is in the genus Macropus.
Macropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Macropus rufus are in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_02400,images/val/val_02400.png,Which better describes the Monongahela National 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 soil that is rich in nutrients.""]",2,1,"Figure: Monongahela National Forest.
The Monongahela National Forest is a temperate deciduous forest ecosystem in eastern West 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, the Monongahela National Forest has cold, wet winters. It also has soil that is rich in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_02840,images/val/val_02840.png,Select the organism in the same species as the bobcat.,"[""Felis nigripes"", ""Felis silvestris"", ""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 silvestris does not have the same scientific name as a bobcat. So, Lynx rufus and Felis silvestris are not in the same species.
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.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_01919,images/val/val_01919.png,Select the organism in the same genus as the purple heron.,"[""Sarracenia purpurea"", ""Lynx pardinus"", ""Ardea cocoi""]",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.
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.
Ardea cocoi is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea cocoi and Ardea purpurea are in the same genus.
Lynx pardinus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx pardinus and Ardea purpurea are not in the same genus.",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
val_00211,images/val/val_00211.png,Select the organism in the same species as the axolotl.,"[""Ambystoma mexicanum"", ""Camellia sasanqua"", ""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.
Ambystoma mexicanum has the same scientific name as an axolotl. So, these organisms are in the same species.
Camellia sasanqua does not have the same scientific name as an axolotl. So, Ambystoma mexicanum and Camellia sasanqua are not in the same species.
Tigrisoma mexicanum does have the same species within its genus as an axolotl, 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
val_00637,images/val/val_00637.png,Select the organism in the same species as the gray heron.,"[""Ardea cinerea"", ""Hyla cinerea"", ""Lonicera japonica""]",3,0,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.
Lonicera japonica does not have the same scientific name as a gray heron. So, Ardea cinerea and Lonicera japonica are not in the same species.
Hyla cinerea does have the same species within its genus as a gray 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 cinerea has the same scientific name as a gray heron. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00957,images/val/val_00957.png,Select the organism in the same genus as the agile wallaby.,"[""Lacerta agilis"", ""Macropus giganteus"", ""Trametes versicolor""]",3,1,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.
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.
Lacerta agilis and Macropus agilis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Lacerta agilis and Macropus agilis have the same species name within their genus, agilis. But the first words of their scientific names are different. Lacerta agilis is in the genus Lacerta, and Macropus agilis is in the genus Macropus.
Trametes versicolor is in the genus Trametes. The first word of its scientific name is Trametes. So, Trametes versicolor and Macropus agilis are not in the same genus.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01107,images/val/val_01107.png,"Is rainbow quartz 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.",Rainbow quartz is a type of rock. A rock is a solid with a size and shape of its own.,closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_03558,images/val/val_03558.png,What are the small rooms inside the bees' nest made of?,"[""eggs"", ""sticks"", ""wax""]",3,2,"Read the text about beehives.
Like many animals, bees live in nests. These nests, which are sometimes called hives, each have one opening where all bees enter and leave. Inside the nest are sheets of tiny rooms made of wax, called honeycombs. The tiny rooms are shaped like hexagons. That means they have six sides. These hexagons fit together without wasting space, and their shape helps make the nest stronger.
To make the wax for the honeycombs, bees use the sugar from the honey they eat. They convert this sugar into wax. To make the honeycomb rooms, bees first make a circle with the soft wax. They then use their bodies to push the circle and give it its six flat sides. Once the rooms have been built, the bees use them to store pollen, eggs, and honey. All of those are things that bees need to keep growing and working day after day.",,"Look at the text in bold below. It tells you what the small rooms inside the bees' nest are made of.
Like many animals, bees live in nests. These nests, which are sometimes called hives, each have one opening where all bees enter and leave. Inside the nest are sheets of tiny rooms made of wax, called honeycombs. The tiny rooms are shaped like hexagons. That means they have six sides. These hexagons fit together without wasting space, and their shape helps make the nest stronger.",closed choice,grade3,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
val_00236,images/val/val_00236.png,Select the organism in the same species as the European nightjar.,"[""Lepus europaeus"", ""Caprimulgus europaeus"", ""Tyto alba""]",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.
Tyto alba does not have the same scientific name as a European nightjar. So, Caprimulgus europaeus and Tyto alba are not in the same species.
Lepus europaeus does have the same species within its genus as a European nightjar, 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.
Caprimulgus europaeus has the same scientific name as a European nightjar. So, these organisms are in the same species.",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00983,images/val/val_00983.png,Which rhetorical appeal is primarily 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 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 hospital's established reputation.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_00852,images/val/val_00852.png,"Complete the sentence.
The city of Rome was located ().","[""south of the territory ruled by the Latins"", ""in the middle of the territory ruled by the Etruscans"", ""right next to the territory ruled by the Greeks"", ""near the territories of several different groups""]",4,3,This map shows the Italian peninsula in the 700s BCE. It also shows the location of early Rome. Look at the map. Then complete the sentence below.,,"Look at the map.
Now find the city labeled Rome. Four groups—the Latins, Etruscans, Sabines, and Greeks—are nearby. So this map shows that Rome was located near the territories of several different peoples.
These choices are not correct:
Find the area labeled Etruscans. Rome is on the very edges of Etruscan territory, not in the middle.
Find the area labeled Latins. Now look at the compass rose. Rome is north of this area.
Find the area labeled Greeks. Rome is far away from this territory.",closed choice,grade6,social science,world-history,Rome and the Byzantine Empire,Early Roman society and politics
val_02011,images/val/val_02011.png,Which is the main persuasive appeal 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 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 love and family.",closed choice,grade8,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_02881,images/val/val_02881.png,Which trait did Meiolania have? Select the trait you can observe on the fossil.,"[""long, thin antennae"", ""a shell on its back""]",2,1,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
val_00732,images/val/val_00732.png,"Is a juice pop 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.","A juice pop is a solid. A solid has a size and shape of its own.
If you take a juice pop out of the freezer, it will melt. While a juice pop is frozen, though, it is a solid.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_03566,images/val/val_03566.png,Look at the picture. Which word best describes how this lemon tastes?,"[""buttery"", ""sweet"", ""sour""]",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 sour describes how this lemon tastes. You can tell by looking at the girl's face.
Sweet and buttery can also describe how something tastes. But they do not describe this lemon.",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
val_02594,images/val/val_02594.png,Which part of the bamboo plant do we usually eat?,"[""the leaves"", ""the stem"", ""the root""]",3,1,"People use bamboo 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 bamboo 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
val_03634,images/val/val_03634.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""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 appeals to a desire to stand out and be noticed.",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_02369,images/val/val_02369.png,Select the organism in the same genus as the axolotl.,"[""Taricha torosa"", ""Ambystoma texanum"", ""Lissotriton helveticus""]",3,1,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.
Lissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Ambystoma mexicanum are not in the same genus.
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.
Taricha torosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha torosa and Ambystoma mexicanum are not in the same genus.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_02746,images/val/val_02746.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
val_01255,images/val/val_01255.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
val_00384,images/val/val_00384.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
val_01497,images/val/val_01497.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
val_03889,images/val/val_03889.png,Select the organism in the same species as the Steller's jay.,"[""Cyanocitta stelleri"", ""Sturnus vulgaris"", ""Goura victoria""]",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.
Sturnus vulgaris does not have the same scientific name as a Steller's jay. So, Cyanocitta stelleri and Sturnus vulgaris are not 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.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_01223,images/val/val_01223.png,Which better describes the Gran Sabana 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: 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 soil that is poor in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_01795,images/val/val_01795.png,Which better describes the Gran Sabana ecosystem?,"[""It has a rainy season and a dry season. 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 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
val_00690,images/val/val_00690.png,Select the organism in the same species as the mountain zebra.,"[""Equus zebra"", ""Macropus giganteus"", ""Macropus rufus""]",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.
Macropus rufus does not have the same scientific name as a mountain zebra. So, Equus zebra and Macropus rufus are not in the same species.
Macropus giganteus does not have the same scientific name as a mountain zebra. So, Equus zebra and Macropus giganteus 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.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_00465,images/val/val_00465.png,Which of the following statements describes the Roman Empire during the Pax Romana?,"[""The Roman Empire only controlled land in Europe and Africa."", ""The Roman Empire controlled parts of Europe, Asia, and Africa."", ""The Roman Empire controlled all of the land around the Caspian Sea.""]",3,1,"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
val_01428,images/val/val_01428.png,Which rhetorical appeal is primarily used in this ad?,"[""pathos (emotion)"", ""logos (reason)"", ""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 referencing endorsements from trusted professionals.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_00936,images/val/val_00936.png,Which part of the blueberry bush do we usually eat?,"[""the flowers"", ""the fruit"", ""the leaves""]",3,1,People use blueberry bushes 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 blueberry bush we usually eat is the fruit. It contains the seeds.,closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
val_01864,images/val/val_01864.png,Which better describes the Sonoran Desert 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: 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 a small amount of rain. It also has many different types of organisms.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_02592,images/val/val_02592.png,Which part of the mint plant do we usually eat?,"[""the seeds"", ""the leaves"", ""the fruit""]",3,1,People use mint 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 mint 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
val_02304,images/val/val_02304.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 specific figure (3% cash back) and focuses on practical benefits of the product (everyday purchases).",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_02848,images/val/val_02848.png,Which better describes the Kermadec Arc ecosystem?,"[""It has water at the bottom of the ocean. It also has organisms that crawl or stick to the ground."", ""It has bright sunlight. It also has organisms that crawl or stick to the ground.""]",2,0,"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 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
val_02544,images/val/val_02544.png,"In this experiment, which were part of a control group?","[""the pots with pure water"", ""the pots with salted water""]",2,0,"The passage below describes an experiment.

Hansen 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.
Hansen 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, Hansen 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, Hansen investigated whether adding salt to water affects how quickly spaghetti cooks. The pots with pure water did not have 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
val_00759,images/val/val_00759.png,"In this experiment, which were part of a control group?","[""the plants watered with tap water"", ""the plants watered with greywater""]",2,0,"The passage below describes an experiment.

Patty 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.
Patty 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, Patty investigated whether watering plants with greywater affects the health of the plants. The plants watered with tap water did not get greywater. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
val_00162,images/val/val_00162.png,Which better describes the Kaeng Krachan National Park ecosystem?,"[""It has year-round warm temperatures. 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 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 warm temperatures. It also has many different types of organisms.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_01283,images/val/val_01283.png,"Is magma 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.","Magma is a liquid. A liquid can change shape. But it still takes up the same amount of space.
Magma is melted rock. Rock is usually a solid. But when it gets hot enough, it can melt! Unlike solid rock, magma can change shape easily and flow.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_02394,images/val/val_02394.png,"In this food web, which organism contains matter that eventually moves to the bat star?","[""orca"", ""black rockfish""]",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 bat star.There is one path matter can take from the black rockfish to the bat star: black rockfish->kelp bass->bat star. There is one path matter can take from the kelp to the bat star: kelp->kelp bass->bat star. 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. 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 orca to the bat star..",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
val_04051,images/val/val_04051.png,"In this food web, which organism contains matter that eventually moves to the sea cucumber?","[""zooplankton"", ""kelp bass""]",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 to the sea cucumber.
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.There is one path matter can take from the orca to the sea cucumber: orca->sea cucumber. There is one path matter can take from the sea otter to the sea cucumber: sea otter->orca->sea cucumber. There is one path matter can take from the zooplankton to the sea cucumber: zooplankton->plainfin midshipman->sea cucumber.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
val_01437,images/val/val_01437.png,Select the organism in the same species as the sand cat.,"[""Felis margarita"", ""Lynx canadensis"", ""Neofelis nebulosa""]",3,0,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.
Felis margarita has the same scientific name as a sand cat. So, these organisms are in the same species.
Neofelis nebulosa does not have the same scientific name as a sand cat. So, Felis margarita and Neofelis nebulosa are not in the same species.
Lynx canadensis does not have the same scientific name as a sand cat. So, Felis margarita and Lynx canadensis are not in the same species.",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
val_01867,images/val/val_01867.png,Which part of the bamboo plant do we usually eat?,"[""the fruit"", ""the stem"", ""the flowers""]",3,1,"People use bamboo 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 bamboo 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
val_01343,images/val/val_01343.png,Select the organism in the same genus as the western gull.,"[""Larus michahellis"", ""Strix aluco"", ""Polysticta stelleri""]",3,0,This organism is a western gull. Its scientific name is Larus 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 western gull's scientific name is Larus occidentalis. The first word of its scientific name is Larus.
Strix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Larus occidentalis 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 Larus occidentalis 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 Larus occidentalis are in the same genus.",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_01303,images/val/val_01303.png,Which statement is true about the average monthly temperature in Riyadh?,"[""Each month of the year has about the same monthly temperature."", ""June, July, and August are colder than the other months of the year."", ""June, July, and August are hotter than the other months of 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 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
val_03369,images/val/val_03369.png,Select the organism in the same species 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.
Procambarus clarkii does not have the same scientific name as a maroon clownfish. So, Premnas biaculeatus and Procambarus clarkii are not in the same species.
Amphiprion melanopus does not have the same scientific name as a maroon clownfish. So, Premnas biaculeatus and Amphiprion melanopus are not in the same species.
Premnas biaculeatus has the same scientific name as a maroon clownfish. So, these organisms are in the same species.",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
val_00109,images/val/val_00109.png,Select the reptile below.,"[""leaf-tailed gecko"", ""Banggai cardinalfish"", ""red-eyed tree frog"", ""clownfish""]",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 leaf-tailed 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 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 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 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"
val_00590,images/val/val_00590.png,"In this experiment, which were part of a control group?","[""the snowboards with wax removed"", ""the snowboards with wax added""]",2,0,"The passage below describes an experiment.

Jeanette and Bryant were taking a snowboarding class. During the class, their instructor said they would go faster if they applied wax to the undersides of their snowboards.
After the class, Jeanette applied a thin layer of wax to the underside of a snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. Bryant timed how long each ride took. Jeanette repeated these rides on four other snowboards, alternating whether she first rode with or without wax.
Figure: a snowboarder.","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, Jeanette and Bryant investigated whether adding wax to snowboards affects their speed. There was no wax on the snowboards with wax removed. So, they were part of a control group.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
val_04037,images/val/val_04037.png,"In this experiment, which were part of an experimental group?","[""the snowboards with wax added"", ""the snowboards with wax removed""]",2,0,"The passage below describes an experiment.

Justine and Tanner were taking a snowboarding class. During the class, their instructor said they would go faster if they applied wax to the undersides of their snowboards.
After the class, Justine applied a thin layer of wax to the underside of a snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. Tanner timed how long each ride took. Justine repeated these rides on four other snowboards, alternating whether she first rode with or without wax.
Figure: a snowboarder.","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, Justine and Tanner investigated whether adding wax to snowboards affects their speed. So, the snowboards with wax added were part of an experimental group.
There was no wax on the snowboards with wax removed. 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
val_00219,images/val/val_00219.png,"Is the air inside a balloon 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 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 balloon is a gas. A gas expands to fill a space.
The air inside a balloon expands to fill all the space in the balloon. If the balloon pops, the air will expand to fill a much larger space.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
val_03326,images/val/val_03326.png,What evidence of a flood does this picture show?,"[""There is a street covered by water."", ""There is a street with houses on both sides.""]",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
val_01248,images/val/val_01248.png,Which better describes the Sonoran Desert ecosystem?,"[""It has a small amount of rain. It also has dry, thin soil."", ""It has a small amount of rain. It also has soil that is frozen year-round.""]",2,0,"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 a small amount of rain. It also has dry, thin soil.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_01277,images/val/val_01277.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.","[""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 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
val_03521,images/val/val_03521.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.","[""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 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
val_03429,images/val/val_03429.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
val_03376,images/val/val_03376.png,"In this food web, which organism contains matter that eventually moves to the bat star?","[""zooplankton"", ""orca""]",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 to the bat star.
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 orca to the bat star.There is one path matter can take from the black rockfish to the bat star: black rockfish->kelp bass->bat star. There are three paths matter can take from the zooplankton to the bat star: zooplankton->kelp bass->bat star. zooplankton->plainfin midshipman->kelp bass->bat star. zooplankton->black rockfish->kelp bass->bat star. There is one path matter can take from the plainfin midshipman to the bat star: plainfin midshipman->kelp bass->bat star.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
val_02829,images/val/val_02829.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.","[""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 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
val_02652,images/val/val_02652.png,"Is a marble 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 marble is a solid. A solid has a size and shape of its own.
A marble can be made of clear or colored glass.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
val_01004,images/val/val_01004.png,Select the amphibian below.,"[""clownfish"", ""giant moray"", ""red-headed poison frog"", ""Nile crocodile""]",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 eastern 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 Nile crocodile is a reptile. It has scaly, waterproof skin.
Crocodiles hunt their prey in or near water.
A giant moray 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!
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.
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"
val_00053,images/val/val_00053.png,"Complete the sentence.
 is what happens when pollen lands on a female cone.","[""Fertilization"", ""Pollination"", ""Photosynthesis""]",3,1,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
val_00108,images/val/val_00108.png,Which better describes the Monongahela National 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: Monongahela National Forest.
The Monongahela National Forest is a temperate deciduous forest ecosystem in eastern West 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, the Monongahela National Forest has warm, wet summers. It also has only a few types of trees.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_00605,images/val/val_00605.png,Select the reptile below.,"[""Nile crocodile"", ""sea otter"", ""arroyo toad"", ""leafy seadragon""]",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 Nile crocodile is a reptile. It has scaly, waterproof skin.
Crocodiles hunt their prey in or near water.
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.
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 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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_00741,images/val/val_00741.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
val_02051,images/val/val_02051.png,Select the reptile below.,"[""tiger shark"", ""American toad"", ""piranha"", ""green sea turtle""]",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 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.","An American 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 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 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 green sea turtle is a reptile. It has scaly, waterproof skin.
Sea turtles live in the water, but they lay their eggs on land.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_01652,images/val/val_01652.png,Which better describes the Bering Land Bridge National Preserve ecosystem?,"[""It has warm summers. It also has cool winters."", ""It has long, cold winters. 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 long, cold winters. It also has soil that is frozen year-round.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_02494,images/val/val_02494.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
val_03817,images/val/val_03817.png,How much time passed between the Constitutional Convention and the start of the Civil War?,"[""74 years"", ""225 years"", ""25 years"", ""157 years""]",4,0,Look at the timeline. Then answer the question below.,,"Look at the timeline. The Constitutional Convention was in the year 1787. The Civil War started in the year 1861. Use subtraction to find the answer.
The Civil War began 74 years after the Constitutional Convention.",closed choice,grade5,social science,us-history,Early 19th century American history,Antebellum Period: slavery and politics part I
val_00861,images/val/val_00861.png,Select the fish below.,"[""tiger salamander"", ""leafy seadragon"", ""Steller's sea eagle"", ""red-eyed tree frog""]",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 great white 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 tiger salamander is an amphibian. It has moist skin and begins its life in water.
Tiger salamanders often live in underground burrows.
A Steller's sea eagle is a bird. It has feathers, two wings, and a beak.
Sea eagles use their sharp beaks to eat fish and other birds.
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 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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_03439,images/val/val_03439.png,"Is the air moving through a trumpet a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""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 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 trumpet is a gas. A gas expands to fill a space.
The air in a trumpet expands to fill all the space inside the trumpet. When air leaves the trumpet, the air expands into a much larger space.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_03044,images/val/val_03044.png,Which part of the carrot plant do we usually eat?,"[""the fruit"", ""the stem"", ""the root""]",3,2,People use carrot 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 carrot 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
val_03904,images/val/val_03904.png,"Based on the arrows, which of the following living things is a consumer?","[""kelp"", ""kelp bass""]",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 kelp does not have any arrows pointing to it. So, the kelp is a producer, not a consumer.
The kelp bass has arrows pointing to it from the kelp, the zooplankton, and the plainfin midshipman. So, the kelp bass is a consumer.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
val_01280,images/val/val_01280.png,Select the mammal below.,"[""poison dart frog"", ""fire salamander"", ""mandarinfish"", ""Canadian lynx""]",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 gray wolf 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 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 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 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 Canadian lynx is a mammal. It has fur and feeds its young milk.
Canadian lynx have padded feet to help them walk on snow.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_02222,images/val/val_02222.png,Which better describes the Daintree rain forest ecosystem?,"[""It has cold winters. It also has many different types of organisms."", ""It has year-round warm temperatures. It also has soil that is poor in nutrients.""]",2,1,"Figure: Daintree rain forest.
The Daintree rain forest is a tropical rain forest ecosystem in northeastern 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 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 soil that is poor in nutrients.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_04003,images/val/val_04003.png,Which rhetorical appeal is primarily 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 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 long history of the credit union and implying its reliability.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_01482,images/val/val_01482.png,Select the fish below.,"[""tortoise"", ""whale shark"", ""African bullfrog"", ""emerald tree boa""]",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 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.","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 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.
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 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"
val_00227,images/val/val_00227.png,What evidence of erosion does this picture show?,"[""The rocks in the canyon have a reddish color."", ""There is a canyon with steep walls.""]",2,1,"Erosion is what happens when loose pieces of rock are carried away by water, wind, or ice.
This is a picture of Antelope Canyon. Antelope Canyon was formed as a result of erosion over thousands 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
val_03669,images/val/val_03669.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""]",3,2,"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, 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
val_01786,images/val/val_01786.png,Select the bird below.,"[""Amazon tree boa"", ""Surinam horned frog"", ""great white shark"", ""snowy owl""]",4,3,"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 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.
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 snowy owl is a bird. It has feathers, two wings, and a beak.
Snowy owls live in cold places. Even their feet have feathers to keep warm!",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_01097,images/val/val_01097.png,Which animal is also adapted to use its neck to appear large and scary to a predator?,"[""lace monitor"", ""bearded dragon""]",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 bearded dragon has spiny scales around its neck. It uses its neck to appear larger and more dangerous to a predator.
The lace monitor has a narrow neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_03567,images/val/val_03567.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,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
val_03217,images/val/val_03217.png,Select the amphibian below.,"[""giant moray"", ""whale shark"", ""golden frog"", ""Galapagos giant tortoise""]",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 red-headed poison 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 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!
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 golden 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 giant moray 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"
val_04228,images/val/val_04228.png,"In this food web, which organism contains matter that eventually moves to the mushroom?","[""grizzly bear"", ""parasitic jaeger""]",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.
The only arrow pointing from the parasitic jaeger leads to the 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 parasitic jaeger 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 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
val_01450,images/val/val_01450.png,Select the fish below.,"[""whale shark"", ""green iguana"", ""ostrich"", ""Hermann's tortoise""]",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 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.","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.
A green iguana is a reptile. It has scaly, waterproof skin.
Iguanas are a type of lizard. Iguanas eat plants and fruit.
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!
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"
val_01705,images/val/val_01705.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
val_03850,images/val/val_03850.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,"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 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"
val_01324,images/val/val_01324.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
val_03203,images/val/val_03203.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,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
val_00723,images/val/val_00723.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,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
val_00960,images/val/val_00960.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,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
val_00702,images/val/val_00702.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
val_03536,images/val/val_03536.png,Select the bird below.,"[""piranha"", ""barn owl"", ""box turtle"", ""western toad""]",4,1,"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 box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!
A barn owl is a bird. It has feathers, two wings, and a beak.
Barn owls live on every continent except Antarctica.
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 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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_00951,images/val/val_00951.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
val_00065,images/val/val_00065.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
val_00819,images/val/val_00819.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
val_02795,images/val/val_02795.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
val_02637,images/val/val_02637.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
val_02972,images/val/val_02972.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
val_01957,images/val/val_01957.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
val_00309,images/val/val_00309.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 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
val_03241,images/val/val_03241.png,Which animal is also adapted to use its neck to appear large and scary to a predator?,"[""lace monitor"", ""frillneck lizard""]",2,1,"Bearded dragons are lizards. Their predators include owls, eagles, and snakes. The  uses its neck to appear large and scary to a predator.
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 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 bearded dragon.
When frightened, the bearded dragon 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 lace monitor 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"
val_02010,images/val/val_02010.png,Select the reptile below.,"[""water buffalo"", ""gharial"", ""salmon"", ""black howler""]",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 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 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 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 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 gharial is a reptile. It has scaly, waterproof skin.
Gharials are a type of crocodile. Gharials live near rivers and eat fish.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_00904,images/val/val_00904.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 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
val_02741,images/val/val_02741.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 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
val_02718,images/val/val_02718.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
val_02188,images/val/val_02188.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
val_00403,images/val/val_00403.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
val_01158,images/val/val_01158.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""]",3,2,"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, 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
val_01664,images/val/val_01664.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,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
val_03276,images/val/val_03276.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
val_02563,images/val/val_02563.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
val_02951,images/val/val_02951.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
val_01872,images/val/val_01872.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
val_04123,images/val/val_04123.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
val_02705,images/val/val_02705.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
val_02657,images/val/val_02657.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
val_04175,images/val/val_04175.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 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
val_03615,images/val/val_03615.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
val_03115,images/val/val_03115.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""black-headed heron"", ""mallard""]",2,0,"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 black-headed heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.
The mallard 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"
val_03939,images/val/val_03939.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
val_00870,images/val/val_00870.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
val_03986,images/val/val_03986.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,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
val_04114,images/val/val_04114.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
val_03661,images/val/val_03661.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
val_02491,images/val/val_02491.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""]",3,2,"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, 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
val_03182,images/val/val_03182.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
val_01780,images/val/val_01780.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
val_02462,images/val/val_02462.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
val_01354,images/val/val_01354.png,Select the fish below.,"[""box turtle"", ""Canadian lynx"", ""albatross"", ""leafy seadragon""]",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 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 box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!
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.
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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_03700,images/val/val_03700.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
val_00564,images/val/val_00564.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
val_02742,images/val/val_02742.png,Select the mammal below.,"[""American toad"", ""robin"", ""sugar glider"", ""ostrich""]",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 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 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 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.
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.
An American 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"
val_00234,images/val/val_00234.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
val_03593,images/val/val_03593.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,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
val_00170,images/val/val_00170.png,What evidence of a wildfire does this picture show?,"[""There is white ash on the ground."", ""Some of the trees have green leaves.""]",2,0,This picture was taken after 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
val_01121,images/val/val_01121.png,"Is oxygen a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""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.","Oxygen is a gas. A gas expands to fill a space.
Oxygen can be stored in metal tanks. If oxygen leaks out of the tank, the oxygen will expand into the space around the tank.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
val_03444,images/val/val_03444.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
val_00479,images/val/val_00479.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
val_03664,images/val/val_03664.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,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
val_01824,images/val/val_01824.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
val_02284,images/val/val_02284.png,"Is the wind raising a kite a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""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.",Wind raising a kite is air that is moving! Air is a gas. The air expands to fill the space around the kite.,closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_02777,images/val/val_02777.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
val_03064,images/val/val_03064.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
val_04225,images/val/val_04225.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
val_00998,images/val/val_00998.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
val_00831,images/val/val_00831.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
val_03009,images/val/val_03009.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
val_00184,images/val/val_00184.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
val_02622,images/val/val_02622.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
val_03412,images/val/val_03412.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
val_00395,images/val/val_00395.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
val_01420,images/val/val_01420.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
val_01861,images/val/val_01861.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
val_00123,images/val/val_00123.png,Which better describes the Kibale National Forest ecosystem?,"[""It has year-round rain. It also has many different types of organisms."", ""It has cold winters. It also has soil that is rich in nutrients.""]",2,0,"Figure: Kibale National Forest.
Kibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern 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 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 many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
val_03098,images/val/val_03098.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
val_03741,images/val/val_03741.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
val_03709,images/val/val_03709.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
val_00714,images/val/val_00714.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 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
val_02373,images/val/val_02373.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
val_03045,images/val/val_03045.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
val_02361,images/val/val_02361.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
val_02545,images/val/val_02545.png,Which animal is also adapted to use its neck to appear large and scary to a predator?,"[""sand lizard"", ""frillneck lizard""]",2,1,"Spectacled cobras are snakes. Their predators include mongooses and eagles. The cobra uses its neck to appear large and scary to a predator.
Figure: spectacled 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 spectacled cobra.
When frightened, the spectacled 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"
val_01130,images/val/val_01130.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
val_01073,images/val/val_01073.png,Which of these organisms contains matter that was once part of the bear sedge?,"[""mushroom"", ""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 bear sedge.There is one path matter can take from the bear sedge to the rough-legged hawk: bear sedge->brown lemming->parasitic jaeger->rough-legged hawk. There is one path matter can take from the bear sedge to the Arctic fox: bear sedge->brown lemming->Arctic fox. mushroom. The mushroom has two arrows pointing to it. One arrow starts from the 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. The other arrow pointing to the mushroom starts from the grizzly bear. The grizzly bear has two arrows pointing to it. One arrow starts from the bilberry. The bilberry does not have any arrows pointing to it. The other arrow pointing to the grizzly bear starts from the 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 bear sedge to the mushroom.. There is one path matter can take from the bear sedge to the snowy owl: bear sedge->brown lemming->short-tailed weasel->snowy owl. There is one path matter can take from the bear sedge to the short-tailed weasel: bear sedge->brown lemming->short-tailed weasel.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
val_00803,images/val/val_00803.png,What evidence of erosion does this picture show?,"[""Parts of the road have been washed away."", ""There is a road next to the beach.""]",2,0,"Erosion is what happens when loose pieces of rock are carried away by water, wind, or ice. This picture shows the effect of erosion.","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
val_02669,images/val/val_02669.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""blue-footed booby"", ""painted stork""]",2,1,"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 painted 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"
val_03949,images/val/val_03949.png,"Is iodine 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.","Iodine is a liquid you can use to clean a cut. If you pour iodine into a different container, it will take the shape of that container. But the iodine 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"
val_00369,images/val/val_00369.png,"Is a pair of jeans 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 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 pair of jeans is a solid. You can fold a pair of jeans. 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"
val_00762,images/val/val_00762.png,Which of the following statements is true?,"[""Atoms can be seen with the naked eye."", ""Atoms make up every substance around you."", ""Atoms do not have mass.""]",3,1,"Though they are too small to see without a special microscope, atoms make up all of the substances around you.
Like all matter, atoms have mass and volume. But atoms are extremely small. A water droplet, like the one hanging from the tip of the leaf in this picture, contains more than a billion trillion atoms!",,,closed choice,grade7,natural science,chemistry,Atoms and molecules,What are atoms and chemical elements?
val_03948,images/val/val_03948.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 dry, thin soil. 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 dry, thin soil. It also has many different types of organisms.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
val_02077,images/val/val_02077.png,Select the fish below.,"[""European green toad"", ""green chameleon"", ""zebra"", ""porcupinefish""]",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 great white 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 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 European green 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 zebra is a mammal. It has hair and feeds its young milk.
Zebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_02248,images/val/val_02248.png,Select the amphibian below.,"[""seahorse"", ""gray tree frog"", ""water buffalo"", ""painted stork""]",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 golden 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 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 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 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 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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_01725,images/val/val_01725.png,Select the fish below.,"[""green moray eel"", ""rabbit"", ""woodpecker"", ""bald eagle""]",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 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 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!
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 rabbit is a mammal. It has fur and feeds its young milk.
Rabbits live underground in burrows. A group of rabbit burrows is called a warren.
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"
val_00836,images/val/val_00836.png,"In this experiment, which were part of an experimental group?","[""the pennies with soapy water"", ""the pennies with pure water""]",2,0,"The passage below describes an experiment.

Bernard 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.
Bernard 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. Bernard 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, Bernard investigated whether adding soap to water affects how much water can fit on a penny. So, the pennies with soapy water were part of an experimental group.
The pennies with pure water did not get soapy water. 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
val_00380,images/val/val_00380.png,Which of these oceans does the prime meridian intersect?,"[""the Indian Ocean"", ""the Arctic Ocean"", ""the Pacific Ocean""]",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 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
val_00069,images/val/val_00069.png,Which of these oceans does the prime meridian intersect?,"[""the Indian Ocean"", ""the Arctic Ocean"", ""the Pacific Ocean""]",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 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
val_00504,images/val/val_00504.png,Which of these oceans does the prime meridian intersect?,"[""the Indian Ocean"", ""the Atlantic Ocean"", ""the Pacific Ocean""]",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 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
val_01648,images/val/val_01648.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
val_02002,images/val/val_02002.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
val_04194,images/val/val_04194.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 many evergreen trees.""]",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 cold winters. It also has many evergreen trees.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_02176,images/val/val_02176.png,Which trait did Eryma have? Select the trait you can observe on the fossil.,"[""antennae"", ""a round, flat body""]",2,0,"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
val_03734,images/val/val_03734.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""painted stork"", ""mallard""]",2,0,"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 painted stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.
The mallard 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"
val_01932,images/val/val_01932.png,Which trait did Glyptodon have? Select the trait you can observe on the fossil.,"[""front and back limbs"", ""long flippers""]",2,0,"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
val_03051,images/val/val_03051.png,"Is a flip-flop 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 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 flip-flop is a solid. You can bend or fold a flip-flop. 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"
val_00715,images/val/val_00715.png,"According to the map, which of the following statements is true about North America in the early colonial era?","[""The Dutch controlled the most territory in eastern North America."", ""Several European countries claimed land in North America.""]",2,1,"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
val_03426,images/val/val_03426.png,Select the mammal below.,"[""leafy seadragon"", ""wombat"", ""Chinese alligator"", ""gray tree frog""]",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 sea otter 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 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 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 wombat is a mammal. It has fur and feeds its young milk.
Wombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.
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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_00559,images/val/val_00559.png,"Is an empty glass 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.","An empty glass is a solid. If someone drops a glass, it may break 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"
val_00480,images/val/val_00480.png,Select the mammal below.,"[""green moray eel"", ""red kangaroo"", ""catfish"", ""robin""]",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 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 catfish is a fish. It lives underwater. It has fins, not limbs.
Unlike most other fish, catfish do not have scales! They have slimy skin.
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!
A red 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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_02846,images/val/val_02846.png,Select the bird below.,"[""giraffe"", ""loon"", ""great white shark"", ""leafy seadragon""]",4,1,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A penguin 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 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 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.
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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
val_03489,images/val/val_03489.png,Which animal's skin is better adapted for protection against a predator with sharp teeth?,"[""European robin"", ""southern three-banded armadillo""]",2,1,"Armadillo lizards are adapted to defend their bodies against a predator with sharp teeth. They have hard scales covering much of their skin. When frightened, the  bites its tail and rolls into a ball. This helps the lizard protect the soft parts of its body.
Figure: armadillo 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 armadillo lizard.
The armadillo lizard 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 armadillo lizard.
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 European robin has soft feathers 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
val_03255,images/val/val_03255.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
val_03640,images/val/val_03640.png,"Is a rag doll 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 rag doll is a solid. A solid has a size and shape of its own.
When you hold a rag doll in your hands, the rag doll 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"
val_01898,images/val/val_01898.png,"Is rain 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 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.","Rain is a liquid. A liquid takes the shape of any container it is in.
If you put rainwater into a bucket, the rainwater will take the shape of the bucket. But the rainwater 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"
val_01101,images/val/val_01101.png,Which of these organisms contains matter that was once part of the lichen?,"[""bilberry"", ""collared lemming""]",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 lichen.
No arrow points to the bilberry. So, in this food web, matter does not move from the lichen to the bilberry.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
val_00543,images/val/val_00543.png,Which statement is true about the average monthly precipitation in Charlotte?,"[""Precipitation does not change much from month to month."", ""January is the month with the highest average precipitation."", ""June is wetter than July.""]",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 ""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 ""January is the month with the highest average precipitation."" is incorrect.
Several other months have a slightly higher average precipitation than January.
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
val_02865,images/val/val_02865.png,Which of these continents does the prime meridian intersect?,"[""South America"", ""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 North America or South America.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
val_02331,images/val/val_02331.png,Which of these continents does the prime meridian intersect?,"[""Antarctica"", ""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 Antarctica. It does not intersect South America or North America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
val_02316,images/val/val_02316.png,Which statement describes the Białowieża Forest ecosystem?,"[""It has a small amount of rain or snow."", ""It has warm, wet summers and cold, wet winters.""]",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 warm, wet summers and cold, wet winters. 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 a small amount of rain or snow.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
val_00025,images/val/val_00025.png,"Based on the arrows, which of the following organisms is a consumer?","[""barren-ground caribou"", ""bear sedge""]",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 barren-ground caribou has an arrow pointing to it from the lichen. So, the barren-ground caribou is a consumer.
The bear sedge does not have any arrows pointing to it. So, the bear sedge is a producer, not a consumer.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
val_01185,images/val/val_01185.png,Pollinators move pollen from one part of a flower to another. Where does a pollinator pick up pollen?,"[""the pistil"", ""the anthers""]",2,1,This diagram shows the life cycle of an apple tree.,"Flowering plants, called angiosperms, use their flowers for sexual reproduction.
Flowers can have male parts, female parts, or both! The male part is called the stamen, and the female part is called the pistil.
Both the male and female parts are needed for sexual reproduction. The female part produces eggs, and the male part produces pollen. Pollen contains cells that become sperm.
Pollination happens when pollen lands on top of the pistil. Self-pollination happens when a plant with both male and female parts pollinates itself. Cross-pollination happens when pollen from one plant lands on the pistil of a flower on a different plant. Animals, including birds and insects, can be pollinators. Many pollinators come to flowers to get food. As a pollinator feeds, it moves pollen from one flower to another.
After pollination, sperm from the pollen fuse with eggs. This is called fertilization. The fertilized eggs then grow into seeds. When a seed lands on the ground, it can germinate and grow into a new plant.
The new plant can grow flowers and begin the angiosperm plant life cycle again.","Anthers make pollen. When a pollinator brushes against the anthers, pollen might stick to the pollinator.
A pollinator may drop pollen on the pistil. This is called pollination. But a pollinator does not pick up pollen from the pistil.",closed choice,grade8,natural science,biology,Plant reproduction,Angiosperm and conifer life cycles
val_02230,images/val/val_02230.png,"Is ocean water 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.","Ocean water is a liquid. A liquid takes the shape of any container it is in.
If you pour some ocean water into a bucket, the ocean water will take the shape of the bucket. But the ocean water 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"
val_01411,images/val/val_01411.png,"Is a slide 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 slide is a solid. A solid has a size and shape of its own.
A slide has a size and shape of its own, even when you sit on it.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
val_00692,images/val/val_00692.png,"Is coffee 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.","Coffee is a liquid. A liquid takes the shape of any container it is in.
If you pour coffee into a different container, the coffee will take the shape of that container. But the coffee 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"
val_03063,images/val/val_03063.png,Which of these continents does the prime meridian intersect?,"[""North America"", ""Australia"", ""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 North America or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
val_03540,images/val/val_03540.png,Which of these continents does the prime meridian intersect?,"[""Australia"", ""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 North America or Australia.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
val_03905,images/val/val_03905.png,Which of these continents does the prime meridian intersect?,"[""Africa"", ""Asia"", ""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 South America or Asia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
val_01593,images/val/val_01593.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 Asia or South America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
val_03275,images/val/val_03275.png,Which of these continents does the prime meridian intersect?,"[""North America"", ""Europe"", ""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 Europe. It does not intersect North America or Asia.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
val_01617,images/val/val_01617.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 Asia or South America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
val_02349,images/val/val_02349.png,Which of these continents does the prime meridian intersect?,"[""Australia"", ""South 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 Australia or South America.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
val_01176,images/val/val_01176.png,Which i in row C?,"[""the police department"", ""the fire department"", ""the fast-food restaurant"", ""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 fast-food restaurant is in row C.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
val_00667,images/val/val_00667.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."", ""More precipitation falls in September 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 Nairobi, look at the graph.
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 ""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 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
val_03283,images/val/val_03283.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
val_01558,images/val/val_01558.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
val_03011,images/val/val_03011.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 specific figure (an average of $300 a year).",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_00397,images/val/val_00397.png,Which better describes the Taklamakan 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: 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
val_01206,images/val/val_01206.png,Which statement describes the Białowieża Forest ecosystem?,"[""It has a small amount of rain or snow."", ""It has only a few types of trees.""]",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 warm, wet summers and cold, wet winters. 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 a small amount of rain or snow.",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
val_01022,images/val/val_01022.png,"Based on the arrows, which of the following organisms is a producer?","[""barren-ground caribou"", ""bilberry""]",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.","Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The barren-ground caribou has an arrow pointing to it from the lichen. So, the barren-ground caribou is a consumer, not a producer.
The bilberry does not have any arrows pointing to it. So, the bilberry is a producer.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
val_01470,images/val/val_01470.png,Which better describes the Belize Barrier Reef ecosystem?,"[""It has salty water. It also has only a few types of organisms."", ""It has bright sunlight. It also has shallow water.""]",2,1,"Figure: Belize Barrier Reef.
The Belize Barrier Reef is a tropical coral reef ecosystem near the coast of Belize.","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 Belize Barrier Reef has bright sunlight. It also has shallow water.",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
val_01714,images/val/val_01714.png,Which rhetorical appeal is primarily 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 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 referring to real users who endorse the headphones.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_04150,images/val/val_04150.png,Bees and other animals can be pollinators. How does a pollinator pollinate a flower?,"[""by dropping pollen on the anthers"", ""by dropping pollen on the pistil""]",2,1,This diagram shows the life cycle of an apple tree.,"Flowering plants, called angiosperms, use their flowers for sexual reproduction.
Flowers can have male parts, female parts, or both! The male part is called the stamen, and the female part is called the pistil.
Both the male and female parts are needed for sexual reproduction. The female part produces eggs, and the male part produces pollen. Pollen contains cells that become sperm.
Pollination happens when pollen lands on top of the pistil. Self-pollination happens when a plant with both male and female parts pollinates itself. Cross-pollination happens when pollen from one plant lands on the pistil of a flower on a different plant. Animals, including birds and insects, can be pollinators. Many pollinators come to flowers to get food. As a pollinator feeds, it moves pollen from one flower to another.
After pollination, sperm from the pollen fuse with eggs. This is called fertilization. The fertilized eggs then grow into seeds. When a seed lands on the ground, it can germinate and grow into a new plant.
The new plant can grow flowers and begin the angiosperm plant life cycle again.","A pollinator picks up pollen when it brushes against a flower's anthers. Pollen then falls off the pollinator onto the pistil of that flower, or another flower.
A pollinator might drop pollen anywhere, but pollination happens only when pollen lands on the top of the pistil.",closed choice,grade8,natural science,biology,Plant reproduction,Angiosperm and conifer life cycles
val_04139,images/val/val_04139.png,Which statement best describes the average monthly precipitation in Boston?,"[""March is the month with the highest average precipitation."", ""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 ""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,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
val_02901,images/val/val_02901.png,Which animal's skin is better adapted for protection against a predator with sharp teeth?,"[""hyrax"", ""giant pangolin""]",2,1,"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 giant pangolin has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.
The hyrax has thin fur 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
val_01310,images/val/val_01310.png,Which i in column 3?,"[""the fire department"", ""the police department"", ""the library"", ""the theater""]",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 theater is in column 3.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
val_02850,images/val/val_02850.png,Which i in row C?,"[""the fire department"", ""the gas station"", ""the library"", ""the theater""]",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 gas station is in row C.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
val_03564,images/val/val_03564.png,Which i in column 2?,"[""the grocery store"", ""the library"", ""the park"", ""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 library is in column 2.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
val_04050,images/val/val_04050.png,Which i in column 1?,"[""the police department"", ""the gas station"", ""the diner"", ""the theater""]",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 police department is in column 1.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
val_01046,images/val/val_01046.png,"Is a pipe cleaner 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 pipe cleaner is a solid. You can easily bend a pipe cleaner. 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"
val_04223,images/val/val_04223.png,"Is an egg white 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.","An egg white is a liquid. A liquid can change shape. But it still takes up the same amount of space.
If you crack open an egg and pour it into a pan, the egg white will change shape.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_01954,images/val/val_01954.png,Which rhetorical appeal is primarily 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 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 evidence that proves the vacuum's effectiveness.",closed choice,grade10,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_01106,images/val/val_01106.png,"Based on the arrows, which of the following organisms is an omnivore?","[""Arctic fox"", ""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.","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 bilberry does not have any arrows pointing to it. So, the bilberry is a producer, 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 collared lemming, which is a consumer. The Arctic fox eats a producer and a consumer, so it is an omnivore.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
val_03498,images/val/val_03498.png,"Based on the arrows, which of the following organisms is a consumer?","[""bilberry"", ""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.","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 grizzly bear has arrows pointing to it from the barren-ground caribou and the bilberry. So, the grizzly bear is a consumer.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
val_00758,images/val/val_00758.png,Which i in column 1?,"[""the grocery store"", ""the fire department"", ""the school"", ""the police 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
val_01717,images/val/val_01717.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""fire salamander"", ""peppered moth""]",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 fire salamander 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,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
val_03956,images/val/val_03956.png,Which animal's skin is better adapted for protection against a predator with sharp teeth?,"[""armadillo lizard"", ""European robin""]",2,0,"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 armadillo lizard has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.
The European robin has soft feathers covering its skin. Its skin is not adapted for protection against predators with sharp teeth.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
val_01458,images/val/val_01458.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."", ""February is wetter than June.""]",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 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 ""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 ""February is wetter than June."" is incorrect.
February has a lower average precipitation than June. So, February is drier, not wetter, than June.
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.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
val_00858,images/val/val_00858.png,Which better describes the Peary Land ecosystem?,"[""It has long, cold winters. It also has mostly small plants."", ""It has short, cold summers. It also has many trees and shrubs.""]",2,0,"Figure: Peary Land.
Peary Land is a tundra ecosystem in northern Greenland.","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, Peary Land has long, cold winters. It also has mostly small plants.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_04133,images/val/val_04133.png,"Is caramel sauce 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 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.","Caramel sauce is a liquid. A liquid takes the shape of any container it is in.
If you pour caramel sauce into a container, the caramel sauce will take the shape of that container. But the caramel sauce 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"
val_01436,images/val/val_01436.png,Which i in row C?,"[""the park"", ""the fire department"", ""the school"", ""the gas station""]",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 gas station is in row C.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
val_00296,images/val/val_00296.png,Which i in column 1?,"[""the diner"", ""the library"", ""the theater"", ""the park""]",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 park is in column 1.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
val_03842,images/val/val_03842.png,Which better describes the Tibetan Plateau ecosystem?,"[""It has long, cold winters. 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 long, cold winters. It also has mostly small plants.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_01241,images/val/val_01241.png,Select the time the lunchroom is most likely to flood.,"[""during a drought, when there is not much rain"", ""during a storm with lots of rain""]",2,1,"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
val_03571,images/val/val_03571.png,Which of these continents does the equator intersect?,"[""South America"", ""Antarctica"", ""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 Australia or Antarctica.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
val_00057,images/val/val_00057.png,Which of these continents does the equator intersect?,"[""North America"", ""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 North America or Australia.,closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
val_02663,images/val/val_02663.png,Which of these continents does the equator intersect?,"[""South America"", ""Europe"", ""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 Europe or Australia.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
val_01327,images/val/val_01327.png,Which of these continents does the equator intersect?,"[""South America"", ""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 South America. It does not intersect Australia or Antarctica.,closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
val_02245,images/val/val_02245.png,Which type of force from the boat causes the water skier to move across the water?,"[""pull"", ""push""]",2,0,A boat applies a force to a water skier. She follows the boat as it moves on the water.,"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 boat applies a force to the water skier. This force causes the water skier to move across the water. The direction of this force is toward the boat. This force is a pull.,closed choice,grade3,natural science,physics,Force and motion,Identify pushes and pulls
val_01950,images/val/val_01950.png,Which three months have an average precipitation of around 3.5inches in Seattle?,"[""February, March, and October"", ""May, June, and October"", ""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. 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 ""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,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
val_02238,images/val/val_02238.png,"Is the following statement about our solar system true or false?
The volume of Uranus is less than one-tenth of the volume of Saturn.","[""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.","To determine if this statement is true, calculate the value of one-tenth the volume of Saturn.
Then compare the result to the volume of Uranus. The volume of Uranus is 68,300 billion km^3, which is less than 82,713 billion km^3. So, the volume of Uranus is less than one-tenth the volume of Saturn.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_01946,images/val/val_01946.png,"Is the following statement about our solar system true or false?
The volume of Uranus is less than one-tenth of the volume of Saturn.","[""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.","To determine if this statement is true, calculate the value of one-tenth the volume of Saturn.
Then compare the result to the volume of Uranus. The volume of Uranus is 68,300 billion km^3, which is less than 82,713 billion km^3. So, the volume of Uranus is less than one-tenth the volume of Saturn.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_03195,images/val/val_03195.png,"Is the following statement about our solar system true or false?
The volume of Mercury is less than one-tenth of the volume 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.","To determine if this statement is true, calculate the value of one-tenth the volume of Earth.
Then compare the result to the volume of Mercury. The volume of Mercury is 60 billion km^3, which is less than 109 billion km^3. So, the volume of Mercury is less than one-tenth of the volume of Earth.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_03600,images/val/val_03600.png,Which i in row B?,"[""the restaurant"", ""the police department"", ""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 row B.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
val_04044,images/val/val_04044.png,Which i in column 2?,"[""the police department"", ""the grocery store"", ""the restaurant"", ""the park""]",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 police department is in column 2.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
val_00214,images/val/val_00214.png,Which air temperature was measured within the outlined area shown?,"[""32\u00b0C"", ""10\u00b0C"", ""5\u00b0C""]",3,0,"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.
32°C is within this range.
5°C and 10°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
val_01537,images/val/val_01537.png,Which air temperature was measured within the outlined area shown?,"[""0\u00b0C"", ""2\u00b0C"", ""-7\u00b0C""]",3,2,"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.
-7°C is within this range.
0°C and 2°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
val_01384,images/val/val_01384.png,Which animal's body is better adapted for protection against a predator with sharp teeth?,"[""ring-necked pheasant"", ""marsh terrapin""]",2,1,"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 marsh terrapin 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,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
val_03910,images/val/val_03910.png,How is a submarine different from other boats?,"[""It can move over and under the water."", ""It can float in the water and drive on land.""]",2,0,"Read the passage about submarines.
A submarine is a special kind of boat. It can float on the water, but it can go underwater, too. The name submarine means ""under the sea."" People use submarines to go deep into the ocean.
There are huge tanks inside a submarine. When the submarine needs to go underwater, the tanks fill up with water. This makes the submarine heavy, so it sinks underwater. To make the submarine go back up, the water is let out of the tanks. The tanks fill back up with air, so the submarine floats.",,"Look at the passage. It tells you how submarines are different from other boats.
A submarine is a special kind of boat. It can float on the water, but it can go underwater, too. The name submarine means ""under the sea."" People use submarines to go deep into the ocean.",closed choice,grade2,language science,reading-comprehension,Independent reading comprehension,Read and understand informational passages
val_00378,images/val/val_00378.png,Which i in row C?,"[""the library"", ""the restaurant"", ""the park"", ""the grocery store""]",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 row C.,closed choice,grade2,social science,geography,Geography,Use a letter-number grid
val_00926,images/val/val_00926.png,Which i in column 3?,"[""the library"", ""the park"", ""the restaurant"", ""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 park is in column 3.,closed choice,grade3,social science,geography,Geography,Use a letter-number grid
val_00078,images/val/val_00078.png,Which animal's body is better adapted for protection against a predator with sharp teeth?,"[""queen conch"", ""collared dove""]",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 queen conch has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.
The collared dove 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
val_01359,images/val/val_01359.png,Which air temperature was measured within the outlined area shown?,"[""-2\u00b0C"", ""17\u00b0C"", ""2\u00b0C""]",3,2,"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.
2°C is within this range.
-2°C and 17°C are outside of this range.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
val_03264,images/val/val_03264.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
val_00458,images/val/val_00458.png,"Based on the timeline, which of the following statements is true?","[""The Aztec civilization existed from around 1300 until 1521."", ""The Aztec were the only civilization to exist in the early Americas."", ""The Aztec civilization lasted longer than the Maya civilization.""]",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
val_01845,images/val/val_01845.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,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
val_02634,images/val/val_02634.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,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
val_02161,images/val/val_02161.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
val_03526,images/val/val_03526.png,Which air temperature was measured within the outlined area shown?,"[""4\u00b0C"", ""7\u00b0C"", ""30\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.
30°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
val_04193,images/val/val_04193.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""Solution B"", ""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 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
val_03311,images/val/val_03311.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
val_03854,images/val/val_03854.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,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
val_04001,images/val/val_04001.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,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
val_02149,images/val/val_02149.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,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
val_02667,images/val/val_02667.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
val_02029,images/val/val_02029.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
val_03056,images/val/val_03056.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
val_02932,images/val/val_02932.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,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
val_03568,images/val/val_03568.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
val_00495,images/val/val_00495.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,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
val_03517,images/val/val_03517.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,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
val_00730,images/val/val_00730.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""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 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
val_00895,images/val/val_00895.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
val_03087,images/val/val_03087.png,"Complete the sentence.
The word ""antebellum"" means ().","[""after the long peace"", ""after the election"", ""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
val_00295,images/val/val_00295.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,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
val_01084,images/val/val_01084.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,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
val_02470,images/val/val_02470.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
val_02497,images/val/val_02497.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,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
val_01233,images/val/val_01233.png,Look at the models of molecules below. Select the elementary substance.,"[""2-chloroethanol"", ""carbon tetraiodide"", ""tetraphosphorus""]",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
val_02365,images/val/val_02365.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",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 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
val_04070,images/val/val_04070.png,Which statement describes the Gran Sabana ecosystem?,"[""It has cool summers and long, cold winters."", ""It has a rainy season and a dry season.""]",2,1,"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 cool summers and long, cold winters.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
val_01349,images/val/val_01349.png,"Is diesel 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.","Diesel is a liquid. A liquid takes the shape of any container it is in.
If you pour diesel into a different container, the diesel will take the shape of that container.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_04018,images/val/val_04018.png,"Which animal's feet are also adapted for walking on large, floating leaves?","[""ostrich"", ""purple gallinule""]",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 purple gallinule 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,grade3,natural science,biology,Adaptations,Animal adaptations: feet and limbs
val_01383,images/val/val_01383.png,What were the British trying to do at the Battle of Bunker Hill?,"[""defend a British fort on Breed's Hill"", ""escape Charlestown"", ""capture the hills of Charlestown""]",3,2,"Before George Washington took command of the Continental Army, the Patriots fought a major battle against the British at the Battle of Bunker Hill. Look at the map. Then answer the question below.",,"At the Battle of Bunker Hill, the British were trying to capture the hills of Charlestown. The orange arrows on the map show where the British attacked the hills. The Patriots were trying to defend the hills from the British.
The other choices are not correct:
The map shows that the defenses on Breed's Hill belonged to the Patriots, not the British.
The orange arrows on the map show the British attacking the hills in Charlestown, not escaping them.",closed choice,grade4,social science,us-history,The American Revolution,The American Revolution: struggle for independence
val_02459,images/val/val_02459.png,"Is the following statement about our solar system true or false?
The volume of Neptune is less than 75% of the volume of Uranus.","[""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.","To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.
Then compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_01047,images/val/val_01047.png,"Is the following statement about our solar system true or false?
The volume of Neptune is less than 75% of the volume of Uranus.","[""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.","To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.
Then compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_02507,images/val/val_02507.png,"Is the following statement about our solar system true or false?
Neptune's volume is more than 50 times as great as 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.","To determine if this statement is true, calculate the value of 50 times the volume of Earth.
Then compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 54,500 billion km^3. So, Neptune's volume is more than 50 times as great as that of Earth.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_02998,images/val/val_02998.png,"Is the following statement about our solar system true or false?
The volume of Mars is more than three 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.","To determine if this statement is true, calculate the value of three times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_00041,images/val/val_00041.png,"Is the following statement about our solar system true or false?
The volume of Mars is more than three 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.","To determine if this statement is true, calculate the value of three times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_03268,images/val/val_03268.png,"Is the following statement about our solar system true or false?
Neptune's volume is more than 50 times as great as 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.","To determine if this statement is true, calculate the value of 50 times the volume of Earth.
Then compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 54,500 billion km^3. So, Neptune's volume is more than 50 times as great as that of Earth.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_02084,images/val/val_02084.png,"Is the following statement about our solar system true or false?
Neptune's volume is more than 50 times as great as 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.","To determine if this statement is true, calculate the value of 50 times the volume of Earth.
Then compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 54,500 billion km^3. So, Neptune's volume is more than 50 times as great as that of Earth.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_03627,images/val/val_03627.png,"Is the following statement about our solar system true or false?
The volume of Neptune is less than 75% of the volume of Uranus.","[""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.","To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.
Then compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_04149,images/val/val_04149.png,"Is the following statement about our solar system true or false?
Neptune's volume is more than 50 times as great as 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.","To determine if this statement is true, calculate the value of 50 times the volume of Earth.
Then compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 54,500 billion km^3. So, Neptune's volume is more than 50 times as great as that of Earth.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_02313,images/val/val_02313.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 using a chart to compare the quality of Vistle cat food to that of a competitor.",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
val_03079,images/val/val_03079.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 allowed merchants to travel between Asia, Europe, and Africa.""]",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
val_01049,images/val/val_01049.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.
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 ""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 ""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,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
val_00411,images/val/val_00411.png,Which better describes the Peary Land ecosystem?,"[""It has mostly small plants. It also has short, cold summers."", ""It has warm summers. It also has cool winters.""]",2,0,"Figure: Peary Land.
Peary Land is a tundra ecosystem in northern Greenland.","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, Peary Land has mostly small plants. It also has short, cool summers.",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
val_00521,images/val/val_00521.png,Look at the models of molecules below. Select the elementary substance.,"[""ozone"", ""2-chloroethanol"", ""benzene""]",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
val_00698,images/val/val_00698.png,Which type of force from the woman's hand moves the book off of the shelf?,"[""push"", ""pull""]",2,1,A woman takes a book off of a bookshelf. Her hand applies a force to the book.,"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 woman's hand applies a force to the book.This force moves the book off the shelf. The direction of this force is toward her hand. This force is a pull.,closed choice,grade3,natural science,physics,Force and motion,Identify pushes and pulls
val_01091,images/val/val_01091.png,Look at the models of molecules below. Select the elementary substance.,"[""tetraphosphorus"", ""carbon tetraiodide"", ""acetaldehyde""]",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
val_02599,images/val/val_02599.png,"Is gasoline 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.","Gasoline is a liquid. A liquid takes the shape of any container it is in.
If you pour gasoline into a different container, the gasoline will take the size and shape of that container.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
val_03454,images/val/val_03454.png,"Is a screwdriver 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 screwdriver is a solid. A solid has a size and shape of its own.
This screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
val_03572,images/val/val_03572.png,Which of these states is farthest south?,"[""Rhode Island"", ""West Virginia"", ""South Dakota"", ""Idaho""]",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,grade5,social science,geography,Maps,Read a map: cardinal directions
val_03428,images/val/val_03428.png,Which of these states is farthest west?,"[""Rhode Island"", ""New Hampshire"", ""New York"", ""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 west arrow is pointing. Michigan is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_01507,images/val/val_01507.png,Which of these states is farthest west?,"[""New York"", ""North Carolina"", ""Rhode Island"", ""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,grade3,social science,geography,Geography,Read a map: cardinal directions
val_03229,images/val/val_03229.png,Which of these states is farthest south?,"[""Utah"", ""South Dakota"", ""New York"", ""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. Utah is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00273,images/val/val_00273.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""snowy owl"", ""violet sabrewing""]",2,1,"Malachite sunbirds live in the coastal and hilly areas of South Africa. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: malachite 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 malachite sunbird.
The malachite sunbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The malachite 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 violet sabrewing 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,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_04217,images/val/val_04217.png,Which of these cities is marked on the map?,"[""Washington, D.C."", ""Atlanta"", ""New Orleans"", ""San Antonio""]",4,1,,,"The city is Atlanta, Georgia. Washington, D.C., San Antonio, and New Orleans are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Major U.S. cities
val_03882,images/val/val_03882.png,Which of these cities is marked on the map?,"[""New York City"", ""St. Louis"", ""New Orleans"", ""Boston""]",4,0,,,"The city is New York City, New York. New Orleans, Boston, and St. Louis are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Major U.S. cities
val_03988,images/val/val_03988.png,Which of these cities is marked on the map?,"[""Pittsburgh"", ""New York City"", ""Washington, D.C."", ""Boston""]",4,3,,,"The city is Boston, Massachusetts. Washington, D.C., 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
val_02940,images/val/val_02940.png,Look at the models of molecules below. Select the elementary substance.,"[""cyclooctasulfur"", ""chloroform"", ""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
val_02612,images/val/val_02612.png,Which of these states is farthest south?,"[""West Virginia"", ""Nebraska"", ""Tennessee"", ""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 south arrow is pointing. South Carolina is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_04089,images/val/val_04089.png,Which of these states is farthest west?,"[""Connecticut"", ""New Jersey"", ""North Dakota"", ""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. North Dakota is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_02219,images/val/val_02219.png,Which of these states is farthest west?,"[""New Hampshire"", ""Delaware"", ""Rhode Island"", ""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 west arrow is pointing. Florida is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_03770,images/val/val_03770.png,Which of these states is farthest west?,"[""Vermont"", ""Rhode Island"", ""South Dakota"", ""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,grade5,social science,geography,Maps,Read a map: cardinal directions
val_04120,images/val/val_04120.png,Which of these states is farthest west?,"[""West Virginia"", ""Michigan"", ""Delaware"", ""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 west arrow is pointing. Michigan is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_02661,images/val/val_02661.png,Which of these states is farthest south?,"[""North Dakota"", ""Vermont"", ""Rhode Island"", ""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. Rhode Island is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_01317,images/val/val_01317.png,Which of these states is farthest west?,"[""California"", ""South Carolina"", ""New Jersey"", ""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 west arrow is pointing. California is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_01948,images/val/val_01948.png,Which of these states is farthest east?,"[""North Dakota"", ""North Carolina"", ""Vermont"", ""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 east arrow is pointing. Vermont is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_01439,images/val/val_01439.png,Which of these states is farthest east?,"[""Illinois"", ""North Dakota"", ""Nebraska"", ""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 east arrow is pointing. North Carolina is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_04128,images/val/val_04128.png,Which of these states is farthest west?,"[""North Dakota"", ""Ohio"", ""Florida"", ""Rhode Island""]",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
val_01956,images/val/val_01956.png,Which of these states is farthest west?,"[""Maine"", ""Florida"", ""Rhode Island"", ""New Jersey""]",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,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00226,images/val/val_00226.png,Which of these states is farthest east?,"[""Florida"", ""New York"", ""New Hampshire"", ""Iowa""]",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,grade2,social science,geography,Geography,Read a map: cardinal directions
val_02500,images/val/val_02500.png,Which of these states is farthest east?,"[""New Mexico"", ""South Dakota"", ""California"", ""Idaho""]",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 Dakota is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_01573,images/val/val_01573.png,Which of these states is farthest east?,"[""Maine"", ""North Dakota"", ""Oregon"", ""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. Maine is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00264,images/val/val_00264.png,Look at the models of molecules below. Select the elementary substance.,"[""carbon tetrachloride"", ""chlorine"", ""ethanol""]",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
val_02241,images/val/val_02241.png,"Which bird's beak is also adapted to crack large, hard nuts?","[""palm cockatoo"", ""blue rock pigeon""]",2,0,"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 palm cockatoo has a thick hooked beak. Its beak is adapted to crack large, hard nuts.
The blue rock pigeon 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"
val_00082,images/val/val_00082.png,Which statement describes the Gobi Desert ecosystem?,"[""It has warm summers and mild winters."", ""It has a small amount of rain or snow.""]",2,1,"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 statements describe 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. It has long, cold winters. The following statement does not describe the Gobi 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
val_03367,images/val/val_03367.png,Which statement describes the Oglala National Grassland ecosystem?,"[""It has soil that is rich in nutrients."", ""It has soil that is poor in nutrients.""]",2,0,"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 statements describe 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. It has soil that is rich in nutrients. The following statement does not describe Oglala 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.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
val_03024,images/val/val_03024.png,Look at the models of molecules below. Select the elementary substance.,"[""bromomethane"", ""tetraphosphorus"", ""chloromethanol""]",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
val_02885,images/val/val_02885.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""green violetear"", ""northern mockingbird""]",2,0,"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 green violetear has a long, thin beak. Its beak is adapted to get nectar out of long flowers.
The northern mockingbird has a short, thin beak. Its beak is not adapted to get nectar out of long flowers. The northern mockingbird uses its beak to eat insects and earthworms.",closed choice,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_01226,images/val/val_01226.png,Which of these states is farthest west?,"[""Pennsylvania"", ""New Hampshire"", ""Georgia"", ""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. Georgia is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_03070,images/val/val_03070.png,Which of these states is farthest west?,"[""Massachusetts"", ""South Carolina"", ""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 west arrow is pointing. Colorado is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_00394,images/val/val_00394.png,Which of these states is farthest north?,"[""South Carolina"", ""Oklahoma"", ""Minnesota"", ""Delaware""]",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. Minnesota is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_03188,images/val/val_03188.png,Which of these states is farthest south?,"[""Michigan"", ""Tennessee"", ""New Jersey"", ""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 south arrow is pointing. Tennessee is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_01641,images/val/val_01641.png,Which of these states is farthest west?,"[""Pennsylvania"", ""Vermont"", ""Indiana"", ""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 west arrow is pointing. Indiana is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_01610,images/val/val_01610.png,Which of these states is farthest north?,"[""West Virginia"", ""Oregon"", ""Delaware"", ""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. Oregon is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_04006,images/val/val_04006.png,Which of these states is farthest west?,"[""Wyoming"", ""New Jersey"", ""California"", ""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. California is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_01586,images/val/val_01586.png,Which of these states is farthest north?,"[""Oklahoma"", ""Delaware"", ""Arizona"", ""Rhode Island""]",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. Rhode Island is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_00090,images/val/val_00090.png,Which of these states is farthest west?,"[""Nebraska"", ""Mississippi"", ""Florida"", ""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 west arrow is pointing. Nebraska is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_01747,images/val/val_01747.png,Which of these states is farthest south?,"[""West Virginia"", ""Vermont"", ""Kansas"", ""Alabama""]",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. Alabama is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_02445,images/val/val_02445.png,Which of these states is farthest north?,"[""Oklahoma"", ""Delaware"", ""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. Delaware is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_01816,images/val/val_01816.png,Which of these states is farthest west?,"[""South Carolina"", ""Colorado"", ""Alabama"", ""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 west arrow is pointing. Colorado is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_02905,images/val/val_02905.png,Which of these states is farthest south?,"[""Virginia"", ""New Hampshire"", ""Mississippi"", ""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 south arrow is pointing. Mississippi is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_01168,images/val/val_01168.png,Which of these states is farthest north?,"[""South Carolina"", ""Oklahoma"", ""Louisiana"", ""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 north arrow is pointing. Maine is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_01793,images/val/val_01793.png,Which of these states is farthest north?,"[""Louisiana"", ""Kentucky"", ""Delaware"", ""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 north arrow is pointing. South Dakota is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00017,images/val/val_00017.png,Which of these states is farthest north?,"[""Alabama"", ""Idaho"", ""South Carolina"", ""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 north arrow is pointing. Idaho is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_00814,images/val/val_00814.png,Which of these states is farthest west?,"[""Louisiana"", ""South Carolina"", ""Iowa"", ""Oklahoma""]",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. Oklahoma is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_00249,images/val/val_00249.png,Which of these states is farthest west?,"[""Georgia"", ""Virginia"", ""Rhode Island"", ""Pennsylvania""]",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. Georgia is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_01406,images/val/val_01406.png,Which of these states is farthest west?,"[""Missouri"", ""North Carolina"", ""Alabama"", ""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. Missouri is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_01822,images/val/val_01822.png,Which of these states is farthest south?,"[""North Dakota"", ""California"", ""Washington"", ""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 south arrow is pointing. California is farthest south.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_04176,images/val/val_04176.png,Which of these states is farthest north?,"[""Alabama"", ""Arizona"", ""Virginia"", ""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. Virginia is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_01706,images/val/val_01706.png,Which of these states is farthest north?,"[""Delaware"", ""New Mexico"", ""Michigan"", ""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. Michigan is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_03625,images/val/val_03625.png,Which of these states is farthest south?,"[""Wisconsin"", ""Kansas"", ""Montana"", ""New Jersey""]",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. Kansas is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_02800,images/val/val_02800.png,Which of these states is farthest west?,"[""Oregon"", ""Rhode Island"", ""Utah"", ""Tennessee""]",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. Oregon is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_03952,images/val/val_03952.png,Which of these states is farthest south?,"[""Wyoming"", ""Washington"", ""North Dakota"", ""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. Wyoming is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00773,images/val/val_00773.png,Which of these states is farthest south?,"[""Florida"", ""South Carolina"", ""Maine"", ""Oregon""]",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,grade4,social science,geography,Maps,Read a map: cardinal directions
val_03997,images/val/val_03997.png,Which of these states is farthest north?,"[""Utah"", ""Kansas"", ""New Hampshire"", ""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 north arrow is pointing. New Hampshire is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_03344,images/val/val_03344.png,Which of these states is farthest south?,"[""Maine"", ""Wisconsin"", ""South Dakota"", ""Oklahoma""]",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. Oklahoma is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00589,images/val/val_00589.png,Which of these states is farthest east?,"[""Iowa"", ""North Dakota"", ""Washington"", ""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,grade2,social science,geography,Geography,Read a map: cardinal directions
val_00387,images/val/val_00387.png,Which of these states is farthest west?,"[""Michigan"", ""Arkansas"", ""Alabama"", ""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 west arrow is pointing. North Dakota is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_03525,images/val/val_03525.png,Which of these states is farthest west?,"[""Florida"", ""Vermont"", ""New Jersey"", ""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. Florida is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_02036,images/val/val_02036.png,Which of these states is farthest south?,"[""Maine"", ""Kentucky"", ""South Dakota"", ""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. Kentucky is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_02039,images/val/val_02039.png,Which of these states is farthest north?,"[""North Carolina"", ""Texas"", ""Mississippi"", ""Missouri""]",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. Missouri is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_04132,images/val/val_04132.png,Which of these states is farthest east?,"[""North Dakota"", ""Oregon"", ""Texas"", ""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 east arrow is pointing. Mississippi is farthest east.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_02508,images/val/val_02508.png,Which of these states is farthest east?,"[""Florida"", ""Arkansas"", ""New Mexico"", ""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. Florida is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_02561,images/val/val_02561.png,Which of these states is farthest east?,"[""New Mexico"", ""Nevada"", ""Kansas"", ""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. Kansas is farthest east.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_01678,images/val/val_01678.png,Which of these states is farthest east?,"[""Utah"", ""Washington"", ""North Dakota"", ""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
val_01389,images/val/val_01389.png,Which of these states is farthest west?,"[""New Mexico"", ""Pennsylvania"", ""Virginia"", ""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 west arrow is pointing. Idaho is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_01192,images/val/val_01192.png,Which of these states is farthest north?,"[""Kansas"", ""Arizona"", ""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 north arrow is pointing. Kansas is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_03561,images/val/val_03561.png,Which of these states is farthest north?,"[""Mississippi"", ""North Carolina"", ""Florida"", ""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,grade2,social science,geography,Geography,Read a map: cardinal directions
val_03628,images/val/val_03628.png,Which of these states is farthest east?,"[""New York"", ""Tennessee"", ""Ohio"", ""California""]",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 York is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_00351,images/val/val_00351.png,Which of these states is farthest north?,"[""Louisiana"", ""Michigan"", ""Illinois"", ""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. Michigan is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00052,images/val/val_00052.png,"Which bird's beak is also adapted to crack large, hard nuts?","[""blue rock pigeon"", ""Alexandrine parakeet""]",2,1,"Scarlet 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: scarlet 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 scarlet macaw.
The scarlet macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The scarlet 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 Alexandrine parakeet has a thick hooked beak. Its beak is adapted to crack large, hard nuts.
The blue rock pigeon has a short, thin beak. Its beak is not adapted to crack large, hard nuts.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_02787,images/val/val_02787.png,Which letter marks the location of ancient Egypt?,"[""C"", ""A"", ""B"", ""D""]",4,1,"Religion is an important part of many people's lives today. It was also important to people in ancient civilizations, including ancient Egyptians. Look at the map of ancient civilizations from around 5,000 years ago. Then answer the question below.",,"Ancient Egypt is located in northeastern Africa, along the Nile River. Locate the Nile River on the map.
Ancient Egyptian civilization began along the Nile River. The Nile is closest to label A, which marks the location of ancient Egypt.
Zoom into Egypt!
Ancient Egypt was divided into two main territories:
Lower Egypt was close to the mouth, or end, of the Nile River, which flowed into the Mediterranean Sea.
Upper Egypt was closer to the source, or beginning, of the Nile River.
So, Lower Egypt is in northern Egypt and Upper Egypt is in southern Egypt.",closed choice,grade6,social science,world-history,Ancient Egypt and Kush,Ancient Egyptian religion
val_02716,images/val/val_02716.png,Look at the models of molecules below. Select the elementary substance.,"[""propane"", ""ethanol"", ""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
val_00285,images/val/val_00285.png,"Complete the sentence.
The bee hummingbird is the () hummingbird.","[""loudest"", ""fastest"", ""smallest""]",3,2,"Read the first part of the passage about hummingbirds.
The smallest bird in the world is the hummingbird. A hummingbird is as light as a piece of paper.
The smallest hummingbird is called the bee hummingbird. It is the same size as a big bug.",,The passage says the smallest hummingbird is called the bee hummingbird.,closed choice,grade1,language science,reading-comprehension,Read-alone texts,Read passages about animals
val_03587,images/val/val_03587.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,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
val_03043,images/val/val_03043.png,Which animal's mouth is also adapted to get insects out of burrows?,"[""gelada baboon"", ""long-beaked echidna""]",2,1,"Aardvarks 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: aardvark.","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 aardvark.
A tube-shaped snout helps the aardvark 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 gelada baboon has a wide snout. Its mouth is not adapted to get insects out of burrows. The gelada baboon uses its mouth to eat mostly grass.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_03895,images/val/val_03895.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,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
val_02655,images/val/val_02655.png,Look at the models of molecules below. Select the elementary substance.,"[""dichloromethane"", ""propane"", ""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
val_03277,images/val/val_03277.png,Which type of force from the man who is walking rolls the wheelchair along?,"[""pull"", ""push""]",2,1,"Two friends go for a walk in the park. One man applies a force to his friend's wheelchair as he walks. So, the wheelchair rolls along in front of the man who is walking.","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 man who is walking applies a force to the wheelchair to roll it along. The direction of this force is away from the walking man. This force is a push.,closed choice,grade3,natural science,physics,Force and motion,Identify pushes and pulls
val_01220,images/val/val_01220.png,Look at the models of molecules below. Select the elementary substance.,"[""ozone"", ""cyclopropane"", ""ethanol""]",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
val_02555,images/val/val_02555.png,Look at the models of molecules below. Select the elementary substance.,"[""trichlorofluoromethane"", ""dichloromethane"", ""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
val_03216,images/val/val_03216.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,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
val_03083,images/val/val_03083.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
val_00432,images/val/val_00432.png,Look at the models of molecules below. Select the elementary substance.,"[""methane"", ""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
val_00456,images/val/val_00456.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
val_04212,images/val/val_04212.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
val_01814,images/val/val_01814.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
val_03199,images/val/val_03199.png,Look at the models of molecules below. Select the elementary substance.,"[""oxygen"", ""silane"", ""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
val_00563,images/val/val_00563.png,Which of these states is farthest north?,"[""Maryland"", ""Nevada"", ""Vermont"", ""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. Vermont is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_03473,images/val/val_03473.png,Which of these states is farthest east?,"[""Connecticut"", ""Ohio"", ""Minnesota"", ""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. Connecticut is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_01718,images/val/val_01718.png,Which of these states is farthest north?,"[""Arizona"", ""Georgia"", ""Kentucky"", ""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 north arrow is pointing. Connecticut is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_01991,images/val/val_01991.png,Which of these states is farthest west?,"[""Ohio"", ""Connecticut"", ""Nevada"", ""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. Nevada is farthest west.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_03176,images/val/val_03176.png,Look at the models of molecules below. Select the elementary substance.,"[""fluoromethanol"", ""chlorine"", ""chloromethanol""]",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
val_01897,images/val/val_01897.png,Which of these states is farthest west?,"[""Wisconsin"", ""Kansas"", ""Louisiana"", ""Maryland""]",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. Kansas is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_03396,images/val/val_03396.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""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 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
val_03178,images/val/val_03178.png,Which of these states is farthest south?,"[""Maryland"", ""Arizona"", ""Kentucky"", ""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 south arrow is pointing. Arizona is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_02756,images/val/val_02756.png,Which of these states is farthest east?,"[""Washington"", ""Oklahoma"", ""California"", ""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,grade2,social science,geography,Geography,Read a map: cardinal directions
val_03736,images/val/val_03736.png,Look at the models of molecules below. Select the elementary substance.,"[""methane"", ""trichlorofluoromethane"", ""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
val_02980,images/val/val_02980.png,Which of these states is farthest east?,"[""Oklahoma"", ""Oregon"", ""Nebraska"", ""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
val_01472,images/val/val_01472.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
val_04200,images/val/val_04200.png,Which of these states is farthest north?,"[""Mississippi"", ""Oklahoma"", ""Arizona"", ""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 north arrow is pointing. Indiana is farthest north.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00336,images/val/val_00336.png,Which of these states is farthest east?,"[""Wisconsin"", ""Washington"", ""Pennsylvania"", ""Utah""]",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,grade2,social science,geography,Geography,Read a map: cardinal directions
val_00567,images/val/val_00567.png,Which of these states is farthest west?,"[""Florida"", ""Louisiana"", ""Kentucky"", ""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. Louisiana is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_00147,images/val/val_00147.png,Which of these states is farthest west?,"[""Georgia"", ""Mississippi"", ""Maine"", ""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. Mississippi is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_00235,images/val/val_00235.png,Which of these states is farthest east?,"[""Wyoming"", ""Kansas"", ""Michigan"", ""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. Michigan is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_02872,images/val/val_02872.png,"Is a chair 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 chair is a solid. A solid has a size and shape of its own.
When you sit on a chair, it keeps its shape.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
val_00105,images/val/val_00105.png,Which of these states is farthest west?,"[""Indiana"", ""Missouri"", ""Mississippi"", ""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 west arrow is pointing. Colorado is farthest west.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_01987,images/val/val_01987.png,Which of these states is farthest west?,"[""Missouri"", ""Alabama"", ""Texas"", ""Delaware""]",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. Texas is farthest west.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_00651,images/val/val_00651.png,Which of these states is farthest north?,"[""Iowa"", ""Georgia"", ""Oklahoma"", ""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. Iowa is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_03911,images/val/val_03911.png,Which of these states is farthest east?,"[""Illinois"", ""Georgia"", ""Washington"", ""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. Georgia is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_02832,images/val/val_02832.png,Which of these states is farthest south?,"[""Michigan"", ""Vermont"", ""Colorado"", ""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. Colorado is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00905,images/val/val_00905.png,Which of these states is farthest south?,"[""Ohio"", ""Minnesota"", ""Washington"", ""Montana""]",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. Ohio is farthest south.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_04182,images/val/val_04182.png,"Is the following statement about our solar system true or false?
The largest planet is made mainly of ice.","[""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 planet is the largest, look at the volumes shown in the table and compare the exponents. Jupiter's volume has an exponent of 15, which is the largest out of all the planets.
Jupiter is made mainly of gas. So, the largest planet is made mainly of gas.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_03762,images/val/val_03762.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""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 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
val_03240,images/val/val_03240.png,"Is the following statement about our solar system true or false?
The smallest planet 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
","To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.
Mercury is made mainly of rock. So, the smallest planet is made mainly of rock.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_02236,images/val/val_02236.png,Which of these states is farthest south?,"[""Maine"", ""Illinois"", ""Vermont"", ""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. Illinois is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00665,images/val/val_00665.png,Which of these states is farthest east?,"[""Utah"", ""Arkansas"", ""Georgia"", ""Pennsylvania""]",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. Pennsylvania is farthest east.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_02580,images/val/val_02580.png,Which of these states is farthest north?,"[""Missouri"", ""Delaware"", ""Texas"", ""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,grade4,social science,geography,Maps,Read a map: cardinal directions
val_04014,images/val/val_04014.png,Which of these states is farthest west?,"[""Kansas"", ""Kentucky"", ""Oregon"", ""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 west arrow is pointing. Oregon is farthest west.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_03831,images/val/val_03831.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""bufflehead"", ""violet sabrewing""]",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 violet sabrewing 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,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_00969,images/val/val_00969.png,Which of these states is farthest south?,"[""Washington"", ""Montana"", ""Nevada"", ""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. Nevada is farthest south.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_00159,images/val/val_00159.png,Which of these states is farthest north?,"[""Oregon"", ""Kansas"", ""Mississippi"", ""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 north arrow is pointing. Oregon is farthest north.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_00297,images/val/val_00297.png,Which of these states is farthest east?,"[""Utah"", ""Montana"", ""Oklahoma"", ""Oregon""]",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,grade5,social science,geography,Maps,Read a map: cardinal directions
val_03721,images/val/val_03721.png,Which of these states is farthest north?,"[""Oregon"", ""Mississippi"", ""Arizona"", ""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. Oregon is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_00509,images/val/val_00509.png,Which of these states is farthest south?,"[""Maine"", ""Kansas"", ""Montana"", ""Wisconsin""]",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. Kansas is farthest south.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
val_01734,images/val/val_01734.png,Which of these states is farthest north?,"[""Florida"", ""Texas"", ""Kansas"", ""Mississippi""]",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. Kansas is farthest north.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
val_02911,images/val/val_02911.png,Which of these states is farthest east?,"[""Florida"", ""Montana"", ""Arizona"", ""Oregon""]",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. Florida is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_03999,images/val/val_03999.png,Which of these states is farthest north?,"[""Florida"", ""Vermont"", ""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 north arrow is pointing. Vermont is farthest north.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
val_02374,images/val/val_02374.png,"Is the following statement about our solar system true or false?
The largest planet is made mainly of ice.","[""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 planet is the largest, look at the volumes shown in the table and compare the exponents. Jupiter's volume has an exponent of 15, which is the largest out of all the planets.
Jupiter is made mainly of gas. So, the largest planet is made mainly of gas.",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_02838,images/val/val_02838.png,What can a douglas fir seed grow into?,"[""a female cone"", ""a male cone"", ""a new plant""]",3,2,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 and female cones. But a seed does not grow into a male cone or a female cone.",closed choice,grade4,natural science,biology,Plants,Describe and construct conifer life cycles
val_03869,images/val/val_03869.png,Which of these states is farthest east?,"[""Texas"", ""Oregon"", ""Montana"", ""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. Texas is farthest east.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
val_02332,images/val/val_02332.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,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
val_02202,images/val/val_02202.png,Look at the models of molecules below. Select the elementary substance.,"[""ethanol"", ""ozone"", ""hydrazine""]",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
val_00817,images/val/val_00817.png,"Which bird's beak is also adapted to crack large, hard nuts?","[""western kingbird"", ""Alexandrine parakeet""]",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 Alexandrine parakeet has a thick hooked beak. Its beak is adapted to crack large, hard nuts.
The western kingbird has a straight, thin beak. Its beak is not adapted to crack large, hard nuts. The western kingbird uses its beak to eat insects.",closed choice,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_00607,images/val/val_00607.png,Which animal's feet are also adapted to walk on snow and ice?,"[""tokay gecko"", ""Siberian tiger""]",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 Siberian tiger 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
val_01563,images/val/val_01563.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
val_00532,images/val/val_00532.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
val_04234,images/val/val_04234.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""strawberry poison frog"", ""Namaqua chameleon""]",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 Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.
The strawberry poison 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
val_04053,images/val/val_04053.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
val_02279,images/val/val_02279.png,Which animal's skin is better adapted to hurt an attacking predator?,"[""fantastic leaf-tailed gecko"", ""blowfish""]",2,1,"Porcupines 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: porcupine.","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 porcupine.
The porcupine 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 porcupine.
Now look at each animal. Figure out which animal has a similar adaptation.
The blowfish has sharp spines on its skin. Its skin is adapted to hurt an attacking predator.
The fantastic leaf-tailed gecko has thin skin covering its body. Its skin is not adapted for hurting an attacking predator.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
val_00865,images/val/val_00865.png,"Based on the map, which of the following areas did the Mongol Empire control?","[""Southeast Asia"", ""Central Asia"", ""South Asia""]",3,1,The Mongol Empire controlled most of Asia and some parts of Eastern Europe from around 1210 to 1375. Look at the map of the Mongol Empire. Then answer the question below.,,"Look back at the map. The labels on the map show the name of each region. The shaded area shows the territory controlled by the Mongol Empire.
The map shows that the Mongol Empire controlled many parts of Central Asia, East Asia, the Middle East, and Siberia.
The Mongol Empire did not control South Asia or Southeast Asia.",closed choice,grade6,social science,world-history,Medieval Asia,The Mongol Empire
val_03924,images/val/val_03924.png,Look at the models of molecules below. Select the elementary substance.,"[""dichloromethane"", ""silane"", ""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
val_00094,images/val/val_00094.png,Which trait did Ichthyornis have? Select the trait you can observe in the drawing.,"[""fur"", ""a short tail""]",2,1,This drawing shows the skeleton of an ancient animal called Ichthyornis. This drawing was made by looking at the animal's fossils.,"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
val_01755,images/val/val_01755.png,Look at the models of molecules below. Select the elementary substance.,"[""chloromethane"", ""ozone"", ""silane""]",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
val_00512,images/val/val_00512.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,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
val_02536,images/val/val_02536.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
val_04208,images/val/val_04208.png,Which animal's skin is also adapted for survival in cold places?,"[""Amazon milk frog"", ""snowy owl""]",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.
The snowy owl has a thick coat of feathers 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
val_03348,images/val/val_03348.png,Which bird's beak is also adapted to filter through mud?,"[""rosy-faced lovebird"", ""mute 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 mute swan has a wide, flat beak. Its beak is adapted to filter through mud.
The rosy-faced lovebird has a small hooked beak. Its beak is not adapted to filter through mud. The rosy-faced lovebird uses its beak to eat seeds and berries.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_03231,images/val/val_03231.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""polar bear"", ""Namaqua chameleon""]",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 Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.
The polar bear has white fur 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
val_02008,images/val/val_02008.png,Which trait did Coelodonta have? Select the trait you can observe on the fossil.,"[""a black snout"", ""four legs""]",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,grade5,natural science,earth-science,Fossils,Compare fossils to modern organisms
val_03257,images/val/val_03257.png,Look at the models of molecules below. Select the elementary substance.,"[""nitrogen"", ""methanol"", ""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
val_02038,images/val/val_02038.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,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
val_00913,images/val/val_00913.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 soil that is frozen year-round. It has mostly small plants. 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,grade8,natural science,biology,Ecosystems,Describe ecosystems
val_03848,images/val/val_03848.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
val_03053,images/val/val_03053.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""Solution B"", ""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 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
val_02239,images/val/val_02239.png,Which statement describes the Cerrado ecosystem?,"[""It has a rainy season and a dry season."", ""It has cool summers and long, cold winters.""]",2,0,"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 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 a rainy season and a dry season. It has warm summers and warm winters. 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 cool summers and long, cold winters.",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
val_03306,images/val/val_03306.png,"Based on the map, which of the following areas did the Mongol Empire control?","[""South Asia"", ""Southeast Asia"", ""Siberia""]",3,2,The Mongol Empire controlled most of Asia and some parts of Eastern Europe from around 1210 to 1375. Look at the map of the Mongol Empire. Then answer the question below.,,"Look back at the map. The labels on the map show the name of each region. The shaded area shows the territory controlled by the Mongol Empire.
The map shows that the Mongol Empire controlled many parts of Siberia, East Asia, Central Asia, and the Middle East.
The Mongol Empire did not control South Asia or Southeast Asia.",closed choice,grade6,social science,world-history,Medieval Asia,The Mongol Empire
val_03665,images/val/val_03665.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,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
val_00766,images/val/val_00766.png,Which of the following fossils is younger? Select the more likely answer.,"[""mammal tooth"", ""ginkgo leaf""]",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 ginkgo leaf fossil is in a shallower layer in the rock sequence than the mammal tooth fossil. So, the ginkgo leaf fossil is most likely younger than the mammal tooth fossil.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
val_04134,images/val/val_04134.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,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
val_02935,images/val/val_02935.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,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
val_02727,images/val/val_02727.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
val_00146,images/val/val_00146.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,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
val_01607,images/val/val_01607.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
val_00191,images/val/val_00191.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""flamboyant cuttlefish"", ""impala""]",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 flamboyant cuttlefish has a poisonous body with 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,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
val_00888,images/val/val_00888.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
val_01137,images/val/val_01137.png,Which two months have the lowest average precipitation in Salt Lake City?,"[""February and March"", ""July and August"", ""November and December""]",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 Salt Lake City, look at the graph.
Choice ""Feb"" is incorrect.
Choice ""Mar"" is incorrect.
Choice ""Jul"" is incorrect.
Choice ""Aug"" 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
val_01249,images/val/val_01249.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
val_00321,images/val/val_00321.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""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
val_01935,images/val/val_01935.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
val_01914,images/val/val_01914.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
val_02104,images/val/val_02104.png,Which animal's feet are also adapted to walk on snow and ice?,"[""horse"", ""brown 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 brown bear 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
val_01999,images/val/val_01999.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
val_00334,images/val/val_00334.png,Which animal is also adapted to be camouflaged among green leaves?,"[""green silver-line"", ""fire salamander""]",2,0,"Emerald tree boas live in the forests of South America. The tree boa is adapted to be camouflaged among green leaves.
Figure: emerald tree boa.","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 emerald tree boa.
The emerald tree boa has bright 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 fire salamander 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
val_02919,images/val/val_02919.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
val_03122,images/val/val_03122.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
val_03030,images/val/val_03030.png,Which statement describes the Sonoran Desert ecosystem?,"[""It has only a few types of organisms."", ""It has dry, thin soil.""]",2,1,"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 statements describe the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has dry, thin soil. It has many different types of organisms. The following statement does not describe the Sonoran 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
val_03832,images/val/val_03832.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",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 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
val_00151,images/val/val_00151.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
val_02063,images/val/val_02063.png,Which animal's skin is also adapted for survival in cold places?,"[""armadillo lizard"", ""musk ox""]",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 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 armadillo lizard has scales covering much of its skin. Its skin is not adapted for survival in cold places.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
val_00603,images/val/val_00603.png,Which of these cities is marked on the map?,"[""San Diego"", ""San Francisco"", ""Las Vegas"", ""Salt Lake City""]",4,3,,,"The city is Salt Lake City, Utah. San Francisco, Las Vegas, and San Diego are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the West
val_01817,images/val/val_01817.png,Which of the following fossils is older? Select the more likely answer.,"[""crocodile egg"", ""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 crocodile egg fossil is in a deeper layer in the rock sequence than the palm leaf fossil. So, the crocodile egg 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
val_03508,images/val/val_03508.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,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
val_00552,images/val/val_00552.png,Is syenite a mineral or a rock?,"[""rock"", ""mineral""]",2,0,"Syenite has the following properties:
coarse-grained texture
no fixed crystal structure
solid
naturally occurring
not made by organisms
not a pure substance","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!","The properties of syenite match the properties of a rock. So, syenite is a rock.",closed choice,grade8,natural science,earth-science,Rocks and minerals,Identify rocks and minerals
val_02552,images/val/val_02552.png,Which of these cities is marked on the map?,"[""Nashville"", ""Charlotte"", ""Oklahoma City"", ""San Antonio""]",4,1,,,"The city is Charlotte, North Carolina. Nashville, Oklahoma City, and San Antonio are marked with gray circles on the map below.",closed choice,grade4,social science,geography,Cities,Cities of the Southeast
val_00583,images/val/val_00583.png,What is the name of the colony shown?,"[""Rhode Island"", ""Maryland"", ""Washington, D.C."", ""New York""]",4,1,,,The colony is Maryland.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
val_03109,images/val/val_03109.png,What type of rock is dolostone?,"[""metamorphic"", ""sedimentary"", ""igneous""]",3,1,"Dolostone is a rock that forms from ocean sediment. Dolostone is made mostly of the mineral dolomite. This piece of dolostone also contains yellow grains of the mineral sulphur.
Ocean sediment can contain the shells of marine organisms. As many layers of ocean sediment build up, the shells can go through a chemical reaction that forms new minerals, such as dolomite. Dolostone forms when these chemically changed sediments are pressed together to form rock.","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.","Dolostone is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.
Ocean sediment builds up in layers. Over time, the sediment can go through a chemical reaction with the water around it. As many layers of the sediment build up, the top layers press down on the bottom layers. Dolostone forms when the bottom layers of the chemically changed sediment are pressed together to form rock.",closed choice,grade7,natural science,earth-science,Rocks and minerals,"Classify rocks as igneous, sedimentary, or metamorphic"
val_00332,images/val/val_00332.png,Which of the following fossils is older? Select the more likely answer.,"[""ginkgo leaf"", ""wood""]",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 older:
The wood fossil is in a deeper layer in the rock sequence than the ginkgo leaf fossil. So, the wood 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
val_00956,images/val/val_00956.png,Which of the following fossils is younger? Select the more likely answer.,"[""wood"", ""mammal tooth""]",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 younger:
The wood fossil is in a shallower layer in the rock sequence than the mammal tooth fossil. So, the wood fossil is most likely younger than the mammal tooth fossil.",closed choice,grade7,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
val_03136,images/val/val_03136.png,Which animal's skin is also adapted for survival in cold places?,"[""Eurasian lynx"", ""fire salamander""]",2,0,"es live in the cold Arctic tundra. The 's skin is adapted to help the animal survive in cold places.
Figure: Arctic 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 Arctic fox.
The Arctic fox has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic fox uses its fur 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 fire salamander has thin, moist skin. Its skin is not adapted for survival in cold places.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
val_01263,images/val/val_01263.png,What is the name of the colony shown?,"[""New Hampshire"", ""Massachusetts"", ""North Carolina"", ""South Carolina""]",4,2,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_01079,images/val/val_01079.png,What is the name of the colony shown?,"[""New York"", ""North Carolina"", ""Delaware"", ""South Carolina""]",4,1,,,The colony is North Carolina.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
val_00391,images/val/val_00391.png,Which of the following fossils is younger? Select the more likely answer.,"[""wood"", ""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 wood fossil. So, the mammal tooth fossil is most likely younger than the wood fossil.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
val_01828,images/val/val_01828.png,Which bird's beak is also adapted to filter through mud?,"[""black swan"", ""Eurasian eagle-owl""]",2,0,"Canada geese eat invertebrates and plants that live near water. 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 goose's beak.
Figure: Canada goose.","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 Canada goose.
The Canada goose has a wide, flat beak. Its beak is adapted to filter through mud. The Canada goose 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 goose'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 Eurasian eagle-owl has a short hooked beak. Its beak is not adapted to filter through mud. The Eurasian eagle-owl uses its beak to tear through meat.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_02071,images/val/val_02071.png,What is the name of the colony shown?,"[""Virginia"", ""Maryland"", ""New York"", ""Washington, D.C.""]",4,1,,,The colony is Maryland.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_00944,images/val/val_00944.png,What is the name of the colony shown?,"[""Connecticut"", ""South Carolina"", ""New York"", ""New Jersey""]",4,3,,,The colony is New Jersey.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
val_01165,images/val/val_01165.png,What is the name of the colony shown?,"[""New York"", ""Rhode Island"", ""New Jersey"", ""Michigan""]",4,2,,,The colony is New Jersey.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_03447,images/val/val_03447.png,What type of rock is rhyolite?,"[""igneous"", ""sedimentary"", ""metamorphic""]",3,0,"This is a piece of rhyolite. Rhyolite forms through the cooling of melted rock. It is made of minerals such as quartz and feldspar.
This piece of rhyolite has both large and small mineral grains. The difference in size tells you that the melted rock cooled at two different speeds. The large grains formed when the cooling was slow. The small grains formed later, when the cooling was faster.","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.","Rhyolite 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. Rhyolite forms from a type of lava that is rich in silica. As the lava cools, minerals such as quartz and feldspar begin to form. When the lava becomes solid, it turns into rhyolite.",closed choice,grade7,natural science,earth-science,Rocks and minerals,"Classify rocks as igneous, sedimentary, or metamorphic"
val_01846,images/val/val_01846.png,What is the name of the colony shown?,"[""Rhode Island"", ""Illinois"", ""New Hampshire"", ""New York""]",4,0,,,The colony is Rhode Island.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_00392,images/val/val_00392.png,What is the name of the colony shown?,"[""North Carolina"", ""Rhode Island"", ""Connecticut"", ""New Hampshire""]",4,1,,,The colony is Rhode Island.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
val_03309,images/val/val_03309.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 table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth is the largest. So, Earth is the largest planet that is made mainly of rock.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_02437,images/val/val_02437.png,"Is the following statement about our solar system true or false?
Half of the 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 table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_02436,images/val/val_02436.png,Which of these cities is marked on the map?,"[""Cleveland"", ""Minneapolis"", ""Kansas City"", ""St. Louis""]",4,2,,,"The city is Kansas City, Missouri. St. Louis, Cleveland, and Minneapolis are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the Midwest
val_02797,images/val/val_02797.png,"Is the following statement about our solar system true or false?
Half of the 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 table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_01157,images/val/val_01157.png,"Is the following statement about our solar system true or false?
Half of the 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 table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
val_01069,images/val/val_01069.png,Which of the following fossils is younger? Select the more likely answer.,"[""dinosaur footprint"", ""insect""]",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 insect fossil is in a shallower layer in the rock sequence than the dinosaur footprint fossil. So, the insect fossil is most likely younger than the dinosaur footprint fossil.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
val_02200,images/val/val_02200.png,Which of the following fossils is younger? Select the more likely answer.,"[""dinosaur footprint"", ""fern""]",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 fern fossil is in a shallower layer in the rock sequence than the dinosaur footprint fossil. So, the fern fossil is most likely younger than the dinosaur footprint fossil.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
val_01574,images/val/val_01574.png,Which animal is also adapted to be camouflaged among dead leaves?,"[""Arctic wolf"", ""Surinam horned frog""]",2,1,"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 Surinam horned frog has orange-and-brown skin. 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,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
val_02041,images/val/val_02041.png,Which animal is also adapted to be camouflaged among dead leaves?,"[""plated leaf chameleon"", ""snowy owl""]",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 plated leaf chameleon has reddish-brown scales coverings its body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.
The snowy owl has white feathers 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
val_00921,images/val/val_00921.png,Which animal is also adapted to be camouflaged among green leaves?,"[""spiny orb-weaver"", ""green mantis""]",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.
The green mantis has a green body. It is adapted to be camouflaged among green leaves.
The spiny orb-weaver has a red, white, and black body. It is not adapted to be camouflaged among green leaves.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
val_01177,images/val/val_01177.png,Which of the following fossils is younger? Select the more likely answer.,"[""crocodile egg"", ""feather""]",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 younger:
The crocodile egg fossil is in a shallower layer in the rock sequence than the feather fossil. So, the crocodile egg fossil is most likely younger than the feather fossil.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
val_00624,images/val/val_00624.png,What is the name of the colony shown?,"[""Rhode Island"", ""Connecticut"", ""Massachusetts"", ""New Hampshire""]",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,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
val_02189,images/val/val_02189.png,What is the name of the colony shown?,"[""Massachusetts"", ""Rhode Island"", ""Georgia"", ""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,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_02734,images/val/val_02734.png,What is the name of the colony shown?,"[""Maryland"", ""Massachusetts"", ""New York"", ""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,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_03977,images/val/val_03977.png,What is the name of the colony shown?,"[""New Jersey"", ""North Carolina"", ""Virginia"", ""Florida""]",4,1,,,The colony is North Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_04198,images/val/val_04198.png,Select the statement that is supported by the data.,"[""The volume of fresh water withdrawn per year increased steadily until 1980."", ""The volume of fresh water withdrawn per year increased every five years between 1950 and 2005.""]",2,0,"Fresh water is a natural resource that humans use every day. Fresh water has many uses, including drinking, cleaning, taking care of livestock, irrigating farms, and generating electricity.
Since 1950, the United States Geological Survey (USGS) has tracked the volume of fresh water used in the United States. The graph below shows the volume of fresh water withdrawn, or taken by humans for any use, in a given year. The data were collected every five years, starting in 1950 and ending in 2005.
Data source: United States Geological Survey",,"On the graph, the year is shown on the x-axis. The volume of fresh water withdrawn in a year is shown by the height of each bar.
To determine which statement is supported by the data, evaluate how the volume of fresh water withdrawn changed over time.
The volume of fresh water withdrawn per year increased steadily until 1980.
From 1950 to 1980, each bar is taller than the one before it. This means that the volume of fresh water withdrawn per year increased steadily until 1980. So, this statement is supported by the data.
The volume of fresh water withdrawn per year increased every five years between 1950 and 2005.
From 1950 to 1980, each bar is taller than the one before it. But after 1980, the bars do not continue to get taller. This means that the volume withdrawn did not always increase between 1950 and 2005. So, this statement is not supported by the data.",closed choice,grade6,natural science,earth-science,Natural resources and human impacts,Evaluate claims about natural resource use: groundwater
val_01093,images/val/val_01093.png,What is the name of the colony shown?,"[""New Jersey"", ""Ohio"", ""South Carolina"", ""Virginia""]",4,2,,,The colony is South Carolina.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_01821,images/val/val_01821.png,What is the name of the colony shown?,"[""Wisconsin"", ""New Hampshire"", ""South Carolina"", ""Kentucky""]",4,2,,,The colony is South Carolina.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
val_01514,images/val/val_01514.png,What is the name of the colony shown?,"[""Vermont"", ""New York"", ""New Hampshire"", ""Georgia""]",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,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_01415,images/val/val_01415.png,What is the name of the colony shown?,"[""North Carolina"", ""Vermont"", ""Connecticut"", ""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,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_02851,images/val/val_02851.png,What is the name of the colony shown?,"[""North Carolina"", ""West Virginia"", ""Maryland"", ""Georgia""]",4,3,,,The colony is Georgia.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_01619,images/val/val_01619.png,What is the name of the colony shown?,"[""New Jersey"", ""Florida"", ""Georgia"", ""New Hampshire""]",4,2,,,The colony is Georgia.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_02499,images/val/val_02499.png,What is the name of the colony shown?,"[""Rhode Island"", ""Georgia"", ""South Carolina"", ""Ohio""]",4,1,,,The colony is Georgia.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_02529,images/val/val_02529.png,Which trait do African wild dogs have?,"[""They live in packs with thousands of other African wild dogs."", ""They have black, brown, and white fur.""]",2,1,"This picture shows two African wild dogs. 
African wild dogs live in groups called packs. Between 3 and 20 adult African wild dogs live together in a pack.",,"Both the picture and the text tell you about the traits of African wild dogs. Start with the picture.
These African wild dogs have black, brown, and white fur. They also have four legs and two ears.
Next, read the text about African wild dogs.
African wild dogs live in groups called packs. Between 3 and 20 adult African wild dogs live together in a pack.
African wild dogs do live in groups. But the groups are not made up of thousands of dogs.",closed choice,grade3,natural science,literacy-in-science,Animals,Benefits of group behavior: African wild dogs
val_01953,images/val/val_01953.png,What is the name of the colony shown?,"[""Tennessee"", ""Rhode Island"", ""New Hampshire"", ""Connecticut""]",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
val_02719,images/val/val_02719.png,What is the name of the colony shown?,"[""New Hampshire"", ""Georgia"", ""Vermont"", ""North Carolina""]",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
val_01765,images/val/val_01765.png,What is the name of the colony shown?,"[""Vermont"", ""New Hampshire"", ""Michigan"", ""South Carolina""]",4,1,,,"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,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
val_03827,images/val/val_03827.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""horned viper"", ""polar bear""]",2,0,"Thorny devils are lizards that live in the deserts of Australia. The  is adapted to be camouflaged in a sandy desert.
Figure: thorny devil.","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 thorny devil.
The thorny devil has a yellow-and-brown 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 polar bear has white fur covering 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
val_01368,images/val/val_01368.png,What is the name of the colony shown?,"[""Washington, D.C."", ""Michigan"", ""Maryland"", ""Illinois""]",4,2,,,The colony is Maryland.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_03821,images/val/val_03821.png,What is the name of the colony shown?,"[""Maryland"", ""Washington, D.C."", ""Iowa"", ""Alabama""]",4,0,,,The colony is Maryland.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_00843,images/val/val_00843.png,What is the name of the colony shown?,"[""Georgia"", ""Maryland"", ""North Carolina"", ""New Jersey""]",4,1,,,The colony is Maryland.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_02808,images/val/val_02808.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""roseate spoonbill"", ""bronzy sunbird""]",2,1,"s live in the woodlands and meadows of California and Mexico. The shape of this hummingbird's beak is adapted to get nectar out of long flowers.
Figure: Allen's 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 Allen's hummingbird.
The Allen's hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The Allen's 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 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,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_00598,images/val/val_00598.png,What is the name of the colony shown?,"[""Rhode Island"", ""New Hampshire"", ""Massachusetts"", ""Connecticut""]",4,3,,,The colony is Connecticut.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_00775,images/val/val_00775.png,Which animal's mouth is also adapted to get insects out of burrows?,"[""tamandua"", ""kudu""]",2,0,"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 tamandua has a tube-shaped snout and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.
The kudu has a wide snout. Its mouth is not adapted to get insects out of burrows. The kudu uses its mouth to eat leaves and shoots.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_01625,images/val/val_01625.png,What is the name of the colony shown?,"[""Virginia"", ""New Hampshire"", ""Delaware"", ""North Carolina""]",4,2,,,The colony is Delaware.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_03505,images/val/val_03505.png,What is the name of the colony shown?,"[""Mississippi"", ""New York"", ""New Jersey"", ""Delaware""]",4,3,,,The colony is Delaware.,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
val_03766,images/val/val_03766.png,What is the name of the colony shown?,"[""Pennsylvania"", ""New York"", ""Delaware"", ""West Virginia""]",4,2,,,The colony is Delaware.,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
val_03687,images/val/val_03687.png,What is the name of the colony shown?,"[""New York"", ""Rhode Island"", ""Delaware"", ""Connecticut""]",4,2,,,The colony is Delaware.,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_01902,images/val/val_01902.png,What is the name of the colony shown?,"[""Rhode Island"", ""Illinois"", ""New Hampshire"", ""Massachusetts""]",4,0,,,The colony is Rhode Island.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_02856,images/val/val_02856.png,What is the name of the colony shown?,"[""Rhode Island"", ""Tennessee"", ""West Virginia"", ""Ohio""]",4,0,,,The colony is Rhode Island.,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
val_03559,images/val/val_03559.png,"In this food chain, the midge larva is a consumer. Why?","[""It eats another living thing."", ""It makes its own food.""]",2,0,"This diagram shows a food chain from the River Frome, a freshwater ecosystem in England.","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 midge larva is a consumer because it eats another living thing. The midge larva in this food chain eats the diatom.",closed choice,grade3,natural science,biology,Ecosystems,Identify roles in food chains
val_02252,images/val/val_02252.png,Which of these cities is marked on the map?,"[""Chicago"", ""Detroit"", ""Indianapolis"", ""St. Louis""]",4,1,,,"The city is Detroit, Michigan. Indianapolis, Chicago, and St. Louis are marked with gray circles on the map below.",closed choice,grade5,social science,geography,Cities,Cities of the Midwest
val_02778,images/val/val_02778.png,Which animal is also adapted to be camouflaged among green leaves?,"[""leaf-mimic katydid"", ""hoverfly""]",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 leaf-mimic katydid has a green leaf-shaped body. It is adapted to be camouflaged among green leaves.
The hoverfly has a yellow-and-black pattern on 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
val_03374,images/val/val_03374.png,Which bird's beak is also adapted to crack hard seeds?,"[""blue rock pigeon"", ""bronze mannikin""]",2,1,"Hawfinches eat small, hard seeds. The shape of the 's beak is adapted to crack open small, hard seeds.
Figure: hawfinch.","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 hawfinch.
The hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds. The hawfinch uses its short, thick beak to press down on a seed and crack open its hard shell.
Now look at each bird. Figure out which bird has a similar adaptation.
The bronze mannikin has a short, thick beak. Its beak is adapted to crack hard seeds.
The blue rock pigeon has a short, thin beak. Its beak is not adapted to crack hard seeds.",closed choice,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
val_03585,images/val/val_03585.png,Which animal's feet are also adapted for sticking to smooth surfaces?,"[""Madagascar day gecko"", ""domestic cat""]",2,0,"Tiger-striped leaf frogs live in the rain forests of Central America and South America. They spend most of their lives in trees. The feet of the  are adapted to stick to the smooth surfaces of leaves.
Figure: tiger-striped leaf 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 tiger-striped leaf frog.
The tiger-striped leaf frog has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces. The tiger-striped leaf 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 Madagascar day gecko has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces.
The domestic cat has furry toes and sharp claws. Its feet are not adapted for sticking to smooth surfaces.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: feet and limbs
val_03982,images/val/val_03982.png,Which animal's skin is also adapted for survival in cold places?,"[""fire salamander"", ""caribou""]",2,1,"es live in the cold Arctic tundra. The 's skin is adapted to help the animal survive in cold places.
Figure: Arctic 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 Arctic fox.
The Arctic fox has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic fox uses its fur 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 fire salamander 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