id,image_path,question,choices,num_choices,hint,lecture,task,grade,subject,topic,category,skill
test_01750,images/test/test_01750.png,"Based on clues in the text, why would farmers have appreciated cats eight thousand years ago?","[""The cats were thought to be visiting goddesses."", ""The cats hunted and brought food to the farmers."", ""The cats helped keep the farmers' grain free of mice."", ""The cats helped farmers find better places to store grain.""]",4,"Read the text about cats.
Cats are among the most popular pets in the world. Millions of people have welcomed cats into their homes. Indeed, researchers believe that the relationship between cats and humans goes back to prehistoric times. But throughout history, different cultures and people around the world have had different sentiments about cats. Such feelings have ranged from fear to worship.
People probably first developed friendly relationships with cats around eight thousand years ago, when farming and agriculture had just started to develop in the Middle East. Farmers were growing and storing grain, which in turn attracted mice and other pests. Cats were wild then. However, they were likely drawn to farming communities because there were mice to hunt. The farmers would have noticed and appreciated these visitors. To keep the cats around, these early farmers may have given food and even shelter to the wild cats. The farmers and cats probably helped one another.
It wasn't until five thousand years later that the Egyptians started to treat cats as pets. Cats in ancient Egypt were not simply valued, but considered sacred. In paintings, many Egyptian goddesses took the form of cats. People who were caught harming cats were punished severely. Some cats were even made into mummies when they died. Normally, only the richest and most powerful people were buried this way.
Later in history, some societies thought of the cat as evil. In Europe during the Middle Ages, black cats were especially feared. Some believed that witches turned themselves into black cats at night. The connection between witches and black cats lasted for many years. The idea traveled from Europe to North America as Europeans settled there. However, today cats of all colors are beloved by millions of people worldwide. In fact, the way some house cats are treated now might make their Egyptian ancestors jealous!","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.",closed choice,grade5,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
test_00128,images/test/test_00128.png,What is the probability that an American curl cat produced by this cross will be homozygous dominant for the ear type gene?,"[""0/4"", ""2/4"", ""4/4"", ""3/4"", ""1/4""]",5,"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 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
test_02891,images/test/test_02891.png,What is the expected ratio of offspring with a yellow ground spot to offspring with a white ground spot? Choose the most likely ratio.,"[""4:0"", ""3:1"", ""1:3"", ""0:4"", ""2:2""]",5,"This passage describes the ground spot color trait in watermelon plants:
Watermelon plants grow with their fruit resting on the ground. Over time, the bottom of each fruit develops a white or yellow spot called a ground spot. In some types of watermelon plants, the color of the ground spot is an inherited trait.
In a group of watermelon plants, some individuals have a yellow ground spot and others have a white ground spot. In this group, the gene for the ground spot color trait has two alleles. The allele for a white ground spot (g) is recessive to the allele for a yellow ground spot (G).
This Punnett square shows a cross between two watermelon 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.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_02425,images/test/test_02425.png,What is the probability that a budgerigar parakeet produced by this cross will be heterozygous for the body feather color gene?,"[""4/4"", ""2/4"", ""3/4"", ""1/4"", ""0/4""]",5,"In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for green body feathers (B) is dominant over the allele for blue body feathers (b).
This Punnett square shows a cross between two budgerigar parakeets.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
test_00930,images/test/test_00930.png,What is the probability that a muskmelon plant produced by this cross will be homozygous recessive for the fruit taste gene?,"[""2/4"", ""1/4"", ""0/4"", ""3/4"", ""4/4""]",5,"In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele for sweet fruit (f) is recessive to the allele for sour fruit (F).
This Punnett square shows a cross between two muskmelon plants.","Offspring 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
test_03725,images/test/test_03725.png,What is the probability that a sheep produced by this cross will be homozygous dominant for the wool color gene?,"[""2/4"", ""1/4"", ""0/4"", ""3/4"", ""4/4""]",5,"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 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
test_00009,images/test/test_00009.png,What is the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece? Choose the most likely ratio.,"[""0:4"", ""4:0"", ""2:2"", ""1:3"", ""3:1""]",5,"This passage describes the fleece type trait in sheep:
The fleece, or outer coat, of a sheep is often cut off and used to make yarn for fabrics and other textiles. Woolly fleeces, which have shorter hairs, are usually used for clothing and blankets. Hairy fleeces, which have longer hairs, are usually used for carpets.
In a group of sheep, some individuals have a hairy fleece and others have a woolly fleece. In this group, the gene for the fleece type trait has two alleles. The allele for a hairy fleece (F) is dominant over the allele for a woolly fleece (f).
This Punnett square shows a cross between two sheep.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_02880,images/test/test_02880.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,"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.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
test_01208,images/test/test_01208.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,"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.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
test_00619,images/test/test_00619.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,"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.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
test_00948,images/test/test_00948.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,"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.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
test_01462,images/test/test_01462.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,"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.",closed choice,grade8,natural science,chemistry,Solutions,Diffusion across membranes
test_01554,images/test/test_01554.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,"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.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
test_02339,images/test/test_02339.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,"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.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
test_01907,images/test/test_01907.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,"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.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
test_02728,images/test/test_02728.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,"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.",closed choice,grade6,natural science,chemistry,Solutions,Diffusion across membranes
test_00347,images/test/test_00347.png,What is the expected ratio of offspring with a normal-sized body to offspring with a dwarf body? Choose the most likely ratio.,"[""1:3"", ""4:0"", ""0:4"", ""2:2"", ""3:1""]",5,"In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele for a dwarf body (b) is recessive to the allele for a normal-sized body (B).
This Punnett square shows a cross between two rats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_01998,images/test/test_01998.png,What is the expected ratio of offspring with a reddish-brown coat to offspring with a black coat? Choose the most likely ratio.,"[""1:3"", ""4:0"", ""3:1"", ""0:4"", ""2:2""]",5,"In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l).
This Punnett square shows a cross between two horses.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_02971,images/test/test_02971.png,What is the probability that a chicken produced by this cross will be heterozygous for the leg color gene?,"[""2/4"", ""0/4"", ""4/4"", ""3/4"", ""1/4""]",5,"In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele for yellow legs (l) is recessive to the allele for white legs (L).
This Punnett square shows a cross between two chickens.","Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. 
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
 | F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate probabilities of offspring types
test_03429,images/test/test_03429.png,What is the probability that a koi fish produced by this cross will have Bekko patterning?,"[""4/4"", ""3/4"", ""2/4"", ""0/4"", ""1/4""]",5,"This passage describes the Bekko patterning trait in koi fish:
The Bekko pattern is a pattern of colors found on the bodies of some koi fish. A koi fish with Bekko patterning has black patches all over its body. A koi fish without Bekko patterning does not have these patches.
In a group of koi fish, some individuals have Bekko patterning and others do not. In this group, the gene for the Bekko patterning trait has two alleles. The allele for having Bekko patterning (B) is dominant over the allele for not having Bekko patterning (b).
This Punnett square shows a cross between two koi fish.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
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
test_02414,images/test/test_02414.png,What is the probability that a fruit fly produced by this cross will have normal wings?,"[""1/4"", ""3/4"", ""2/4"", ""0/4"", ""4/4""]",5,"This passage describes the wing type trait in fruit flies:
Some scientists breed fruit flies to learn how traits are inherited. These scientists often use flies with vestigial wings, which are shorter and stubbier than normal wings. Fruit flies with vestigial wings cannot fly, so they are easier for scientists to handle and study.
In a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele for vestigial wings (n) is recessive to the allele for normal wings (N).
This Punnett square shows a cross between two fruit flies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
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
test_04028,images/test/test_04028.png,What is the expected ratio of offspring with a gray body to offspring with a golden body? Choose the most likely ratio.,"[""1:3"", ""2:2"", ""3:1"", ""0:4"", ""4:0""]",5,"In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a golden body (b) is recessive to the allele for a gray body (B).
This Punnett square shows a cross between two guppies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_02243,images/test/test_02243.png,What is the expected ratio of offspring with mutated antennae to offspring with normal antennae? Choose the most likely ratio.,"[""1:3"", ""0:4"", ""3:1"", ""2:2"", ""4:0""]",5,"This passage describes the antenna type trait in fruit flies:
Most fruit flies have a pair of antennae on their head. But, some flies appear to have an extra pair of legs on their head instead! These flies have a mutation, or change, in a gene that affects body development. This mutation makes the cells in the fly's head form mutated antennae that are like legs.
In a group of fruit flies, some individuals have mutated antennae and others have normal antennae. In this group, the gene for the antenna type trait has two alleles. The allele for mutated antennae (A) is dominant over the allele for normal antennae (a).
This Punnett square shows a cross between two fruit flies.","Offspring 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.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_03513,images/test/test_03513.png,What is the expected ratio of offspring with climbing growth to offspring with bush growth? Choose the most likely ratio.,"[""2:2"", ""0:4"", ""1:3"", ""3:1"", ""4:0""]",5,"This passage describes the growth pattern trait in rose plants:
Climbing growth and bush growth are different growth patterns in rose plants. Rose plants with climbing growth have long, bendable stems that act like vines. These plants may grow upward to cover fences or walls. Rose plants with bush growth stay near the ground. These plants form low bushes or shrubs.
In a group of rose plants, some individuals have climbing growth and others have bush growth. In this group, the gene for the growth pattern trait has two alleles. The allele for bush growth (g) is recessive to the allele for climbing growth (G).
This Punnett square shows a cross between two rose plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_01954,images/test/test_01954.png,What is the expected ratio of offspring that have horns to offspring that do not have horns? Choose the most likely ratio.,"[""3:1"", ""2:2"", ""1:3"", ""4:0"", ""0:4""]",5,"In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).
This Punnett square shows a cross between two cows.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_04105,images/test/test_04105.png,What is the probability that a rose plant produced by this cross will have dark yellow flowers?,"[""3/4"", ""4/4"", ""0/4"", ""1/4"", ""2/4""]",5,"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
test_03070,images/test/test_03070.png,What is the probability that a scarlet rosemallow plant produced by this cross will have white flowers?,"[""4/4"", ""0/4"", ""3/4"", ""1/4"", ""2/4""]",5,"In a group of scarlet rosemallow plants, some individuals have red flowers and others have white flowers. In this group, the gene for the flower color trait has two alleles. The allele for white flowers (f) is recessive to the allele for red flowers (F).
This Punnett square shows a cross between two scarlet rosemallow 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
test_01239,images/test/test_01239.png,What is the probability that a horse produced by this cross will have a reddish-brown coat?,"[""3/4"", ""4/4"", ""0/4"", ""2/4"", ""1/4""]",5,"In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l).
This Punnett square shows a cross between two horses.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
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
test_04152,images/test/test_04152.png,What is the expected ratio of offspring with vestigial wings to offspring with normal wings? Choose the most likely ratio.,"[""1:3"", ""4:0"", ""3:1"", ""2:2"", ""0:4""]",5,"This passage describes the wing type trait in fruit flies:
Some scientists breed fruit flies to learn how traits are inherited. These scientists often use flies with vestigial wings, which are shorter and stubbier than normal wings. Fruit flies with vestigial wings cannot fly, so they are easier for scientists to handle and study.
In a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele for vestigial wings (n) is recessive to the allele for normal wings (N).
This Punnett square shows a cross between two fruit flies.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_02326,images/test/test_02326.png,What is the expected ratio of offspring with dumbo ears to offspring with normal ears? Choose the most likely ratio.,"[""3:1"", ""0:4"", ""2:2"", ""4:0"", ""1:3""]",5,"This passage describes the ear type trait in rats:
Some rats have dumbo ears, which are larger and rounder than normal ears. Dumbo ears are also set on the sides of the rat's head instead of on the top. The word dumbo comes from the name of a cartoon elephant whose ears had a similar appearance.
In a group of rats, some individuals have normal ears and others have dumbo ears. In this group, the gene for the ear type trait has two alleles. The allele for normal ears (E) is dominant over the allele for dumbo ears (e).
This Punnett square shows a cross between two rats.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
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.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_02929,images/test/test_02929.png,What is the probability that a rat produced by this cross will have a dwarf body?,"[""3/4"", ""0/4"", ""2/4"", ""1/4"", ""4/4""]",5,"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
test_02616,images/test/test_02616.png,What is the probability that a cockatiel produced by this cross will have bright orange cheeks?,"[""2/4"", ""4/4"", ""0/4"", ""1/4"", ""3/4""]",5,"In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r).
This Punnett square shows a cross between two cockatiels.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
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
test_00841,images/test/test_00841.png,"In this food web, which organism contains matter that eventually moves to the earthworm?","[""mushroom"", ""barren-ground caribou"", ""lichen"", ""grizzly bear"", ""parasitic jaeger""]",5,"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.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
test_04060,images/test/test_04060.png,What is the probability that a cockatiel produced by this cross will have bright orange cheeks?,"[""2/4"", ""1/4"", ""4/4"", ""0/4"", ""3/4""]",5,"In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r).
This Punnett square shows a cross between two cockatiels.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
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
test_03240,images/test/test_03240.png,What is the probability that a Labrador retriever produced by this cross will have brown fur?,"[""4/4"", ""2/4"", ""0/4"", ""3/4"", ""1/4""]",5,"In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for black fur (F) is dominant over the allele for brown fur (f).
This Punnett square shows a cross between two Labrador retrievers.","Offspring 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
test_03901,images/test/test_03901.png,"The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?","[""I only pay attention to state politics since the national government has almost no power."", ""My national government officials decide most issues that come up."", ""Both my state and national government officials have power over important issues.""]",3,"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
test_00141,images/test/test_00141.png,Identify the question that Linda and Bob's experiment can best answer.,"[""Does Linda's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Linda'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Linda 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 Bob timed each ride. Linda and Bob 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
test_00381,images/test/test_00381.png,Identify the question that Wanda and Ernest's experiment can best answer.,"[""Does Wanda's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"", ""Does Wanda'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Wanda 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 Ernest timed each ride. Wanda and Ernest 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
test_00629,images/test/test_00629.png,Identify the question that Heather and Tanner's experiment can best answer.,"[""Does Heather'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 Heather's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Heather 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 Tanner timed each ride. Heather and Tanner 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
test_02774,images/test/test_02774.png,Identify the question that Justine and Ben's experiment can best answer.,"[""Does Justine'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 Justine's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Justine 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 Ben timed each ride. Justine and Ben 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
test_03277,images/test/test_03277.png,Identify the question that Haley and Elijah's experiment can best answer.,"[""Does Haley'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 Haley's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Haley 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 Elijah timed each ride. Haley and Elijah 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
test_03412,images/test/test_03412.png,What is the probability that a Syrian hamster produced by this cross will have wavy fur?,"[""3/4"", ""2/4"", ""4/4"", ""0/4"", ""1/4""]",5,"In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for straight fur (F) is dominant over the allele for wavy fur (f).
This Punnett square shows a cross between two Syrian hamsters.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
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
test_00429,images/test/test_00429.png,"The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?","[""My national government officials decide most issues that come up."", ""I only pay attention to state politics since the national government has almost no power."", ""Both my state and national government officials have power over important issues.""]",3,"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
test_00469,images/test/test_00469.png,What is the probability that a Syrian hamster produced by this cross will have long fur?,"[""2/4"", ""3/4"", ""4/4"", ""1/4"", ""0/4""]",5,"In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for short fur (F) is dominant over the allele for long fur (f).
This Punnett square shows a cross between two Syrian hamsters.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
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
test_01889,images/test/test_01889.png,Which of these organisms contains matter that was once part of the lichen?,"[""rough-legged hawk"", ""parasitic jaeger"", ""Arctic fox"", ""snowy owl"", ""barren-ground caribou""]",5,"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.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
test_00001,images/test/test_00001.png,Which of the following could Gordon'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,"People can use the engineering-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.

Gordon 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, Gordon 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
test_00620,images/test/test_00620.png,Which of the following could Robert'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,"People can use the engineering-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.

Robert 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, Robert 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
test_01270,images/test/test_01270.png,Which of the following could Ernest'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,"People can use the engineering-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.

Ernest 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, Ernest 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
test_02024,images/test/test_02024.png,Which of the following could Sebastian'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,"People can use the engineering-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.

Sebastian 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, Sebastian 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
test_02075,images/test/test_02075.png,Which of the following could Mason'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,"People can use the engineering-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.

Mason 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, Mason 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
test_03101,images/test/test_03101.png,Which of the following could Kenji'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,"People can use the engineering-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.

Kenji 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, Kenji 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
test_03301,images/test/test_03301.png,Which of the following could Duncan'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,"People can use the engineering-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.

Duncan 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, Duncan 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
test_03936,images/test/test_03936.png,Which of the following could Manny'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,"People can use the engineering-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.

Manny 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, Manny 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
test_01058,images/test/test_01058.png,What is the expected ratio of offspring with yellow pods to offspring with green pods? Choose the most likely ratio.,"[""3:1"", ""4:0"", ""0:4"", ""1:3"", ""2:2""]",5,"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.
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.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_02818,images/test/test_02818.png,What is the expected ratio of offspring with black eyes to offspring with red eyes? Choose the most likely ratio.,"[""2:2"", ""0:4"", ""1:3"", ""4:0"", ""3:1""]",5,"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.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_03851,images/test/test_03851.png,What is the expected ratio of offspring with white spots to offspring with solid coloring? Choose the most likely ratio.,"[""4:0"", ""3:1"", ""1:3"", ""2:2"", ""0:4""]",5,"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 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.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_00171,images/test/test_00171.png,Which of these organisms contains matter that was once part of the lichen?,"[""mushroom"", ""short-tailed weasel"", ""brown lemming"", ""rough-legged hawk"", ""bilberry""]",5,"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.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
test_00050,images/test/test_00050.png,What is the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit? Choose the most likely ratio.,"[""3:1"", ""2:2"", ""1:3"", ""4:0"", ""0:4""]",5,"In a group of tomato plants, some individuals have smooth fruit and others have fuzzy fruit. In this group, the gene for the fruit texture trait has two alleles. The allele for smooth fruit (F) is dominant over the allele for fuzzy fruit (f).
This Punnett square shows a cross between two tomato plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_02771,images/test/test_02771.png,What is the probability that a cow produced by this cross will have solid coloring?,"[""4/4"", ""0/4"", ""3/4"", ""1/4"", ""2/4""]",5,"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 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
test_02012,images/test/test_02012.png,What is the expected ratio of offspring with sweet fruit to offspring with sour fruit? Choose the most likely ratio.,"[""4:0"", ""0:4"", ""3:1"", ""2:2"", ""1:3""]",5,"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.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_02088,images/test/test_02088.png,What is the expected ratio of offspring with yellow fruit to offspring with red fruit? Choose the most likely ratio.,"[""0:4"", ""2:2"", ""1:3"", ""4:0"", ""3:1""]",5,"In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele for red fruit (F) is dominant over the allele for yellow fruit (f).
This Punnett square shows a cross between two tomato plants.","Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
 | F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_00712,images/test/test_00712.png,What is the expected ratio of offspring with black fur to offspring with brown fur? Choose the most likely ratio.,"[""0:4"", ""1:3"", ""2:2"", ""3:1"", ""4:0""]",5,"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.
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.
",closed choice,grade8,natural science,biology,Genes to traits,Use Punnett squares to calculate ratios of offspring types
test_01241,images/test/test_01241.png,What is the probability that a rabbit produced by this cross will have brown fur?,"[""0/4"", ""4/4"", ""2/4"", ""3/4"", ""1/4""]",5,"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
test_00055,images/test/test_00055.png,Which of the following could Cooper'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,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Cooper was 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. Cooper 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
test_01097,images/test/test_01097.png,Which of the following could Tamir'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,"People can use the engineering-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.

Tamir 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. Tamir 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
test_02885,images/test/test_02885.png,Which of the following could Isaac'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,"People can use the engineering-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.

Isaac 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. Isaac 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
test_04147,images/test/test_04147.png,Which of the following could Kenny's test show?,"[""if at least 20% of the park would be shaded by trees in each design"", ""which design would have the greatest distance between the concert area and the road"", ""which design would have the least traffic noise in the concert area""]",3,"People can use the engineering-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.

Kenny 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. Kenny 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
test_00130,images/test/test_00130.png,Identify the question that Jaden and Ron's experiment can best answer.,"[""Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle?"", ""Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jaden placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Jaden launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Ron measured the distance between the catapult and the place where the ball hit the ground. Jaden and Ron 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
test_03028,images/test/test_03028.png,Identify the question that Albert and Tucker's experiment can best answer.,"[""Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle?"", ""Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Albert placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Albert launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Tucker measured the distance between the catapult and the place where the ball hit the ground. Albert and Tucker 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
test_00234,images/test/test_00234.png,Which of the following could Edwin's test show?,"[""how much athletes would sweat in the fabric"", ""if the sample fabric would absorb one drop of water in less than one second"", ""how long it would take the sample fabric to dry after it absorbed one drop of water""]",3,"People can use the engineering-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.

Edwin, 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. Edwin 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
test_01152,images/test/test_01152.png,Which of the following could Stanley'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,"People can use the engineering-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.

Stanley, 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. Stanley 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
test_01174,images/test/test_01174.png,Which of the following could Ivan'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,"People can use the engineering-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.

Ivan, 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. Ivan 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
test_01502,images/test/test_01502.png,Which of the following could Mitchell's test show?,"[""if the sample fabric would absorb one drop of water in less than one second"", ""how much athletes would sweat in the fabric"", ""how long it would take the sample fabric to dry after it absorbed one drop of water""]",3,"People can use the engineering-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, 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. Mitchell 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
test_00766,images/test/test_00766.png,Which of the following could Carter's test show?,"[""the amount of sunlight the roof would get throughout the year"", ""how many solar panels could fit on each side of the roof"", ""which side of the roof got more sun over one day""]",3,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Carter was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Carter 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. Carter 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
test_02418,images/test/test_02418.png,Which of the following could Bruce'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,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Bruce was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Bruce 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. Bruce 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
test_00719,images/test/test_00719.png,"According to the text, what evidence of a volcanic eruption did the captain observe?","[""He heard a report on the radio warning about a volcanic eruption."", ""He saw a nearby boat that was on fire."", ""He smelled sulfur and saw pieces of molten rock shooting out of the water.""]",3,"Before sunrise on November 14, 1963, the crew of the fishing boat Isleifur II had just finished putting their fishing lines in the ocean off the southern coast of Iceland. As the crew waited to have breakfast, a strong smell of sulfur drifted over the boat. At first, crew members thought that the cook had burned the eggs or that something was wrong with the boat's engine. But when the sun started to rise, the crew saw black smoke billowing from the water a few kilometers away.
The captain of the Isleifur II first thought the smoke was coming from a boat that was on fire, so he sailed closer to try to help. But as the Isleifur II approached the column of smoke, the captain and crew saw glowing pieces of molten rock shooting up out of the water. The captain realized this was not a burning boat. It was a volcano erupting under the water!
Figure: the erupting undersea volcano seen by the sailors on the Isleifur II.",,closed choice,grade6,natural science,literacy-in-science,Ecological interactions,Investigate primary succession on a volcanic island
test_00610,images/test/test_00610.png,Identify the question that Stanley's experiment can best answer.,"[""Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?"", ""Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Stanley 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, Stanley 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
test_03913,images/test/test_03913.png,Identify the question that Austen'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Austen 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, Austen 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
test_00335,images/test/test_00335.png,Identify the question that Dakota'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Dakota planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Dakota 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, Dakota counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_00812,images/test/test_00812.png,Identify the question that Maggie'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Maggie planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Maggie 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, Maggie counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.
Figure: tomato seedlings growing in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_01882,images/test/test_01882.png,Identify the question that Laura'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Laura planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Laura 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, Laura 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
test_01001,images/test/test_01001.png,Which of the following could Bridget'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,"People can use the engineering-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. Bridget 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, Bridget 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
test_01053,images/test/test_01053.png,Which of the following could Jasmine'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,"People can use the engineering-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. Jasmine 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, Jasmine 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
test_01863,images/test/test_01863.png,Which of the following could Kathleen'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,"People can use the engineering-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. Kathleen 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, Kathleen 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
test_02274,images/test/test_02274.png,Which of the following could Kaylee'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,"People can use the engineering-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. Kaylee 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, Kaylee 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
test_03775,images/test/test_03775.png,Which of the following could Audrey'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,"People can use the engineering-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. Audrey 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, Audrey 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
test_02142,images/test/test_02142.png,"In this food web, which organism contains matter that eventually moves to the earthworm?","[""barren-ground caribou"", ""mushroom"", ""grizzly bear"", ""bear sedge""]",4,"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.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
test_00202,images/test/test_00202.png,Identify the question that Robert'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Robert 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. Robert checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_00341,images/test/test_00341.png,Identify the question that Harry'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Harry 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. Harry 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
test_00671,images/test/test_00671.png,Identify the question that Zachary'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Zachary 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. Zachary checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_00700,images/test/test_00700.png,Identify the question that Logan'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Logan 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. Logan 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
test_00727,images/test/test_00727.png,Identify the question that Carter'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Carter 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. Carter 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
test_01077,images/test/test_01077.png,Identify the question that Zach'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Zach 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. Zach 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
test_01541,images/test/test_01541.png,Identify the question that Peter'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Peter 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. Peter 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
test_02493,images/test/test_02493.png,Identify the question that Jayce'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jayce 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. Jayce 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
test_03186,images/test/test_03186.png,Identify the question that Ben'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Ben 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. Ben 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
test_03720,images/test/test_03720.png,Identify the question that Brody'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Brody 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. Brody 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
test_03823,images/test/test_03823.png,Identify the question that Preston'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Preston 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. Preston 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
test_03219,images/test/test_03219.png,"Based on the text, how are fruit bats different from most other animals?","[""They can communicate with many kinds of animals."", ""They can communicate about specific problems."", ""They can understand some human speech.""]",3,"Read the text about bats.
Several kinds of animals ""talk"" to one another in the wild. Dolphins whistle, birds sing, and wolves howl. In recent years, researchers have paid more attention to animal ""languages,"" and they have made some surprising discoveries. Egyptian fruit bats, for example, have a very complex way of talking to one another. In fact, they are one of the few animals that direct their calls to another individual. Most animals make calls to their entire group. Bats can also share more complex information than other animals. This is because they have special sounds to communicate specific issues.
Researchers at Tel Aviv University in Israel wanted to learn more about what bats are really saying to one another. First, scientist Yossi Yovel and his team recorded sound and video of twenty-two bats. Fifteen thousand bat calls were collected over a period of seventy-five days. Then, the researchers tried to match each bat call with a behavior. They used special software to help them tell different bat calls apart and decipher the bats' messages.
What Yovel and his team found was astonishing. Egyptian fruit bats are not just making squeaky noises; they are expressing very distinct concerns. One type of call means the bats are arguing over food. Another type of call means the bats are figuring out where they are going to sleep. A third call is used when one bat has gotten too close to another.
The researchers made another startling discovery. A bat can alter the sound of its call when addressing different members of the group. This is similar to how humans may use a different tone of voice when speaking to different people. It turns out that bats use language as a way to communicate their needs to each other, almost like humans do.",,closed choice,grade5,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
test_00092,images/test/test_00092.png,Identify the question that Helen's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Helen prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Helen 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, Helen scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_00260,images/test/test_00260.png,Identify the question that Kira'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kira prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Kira 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, Kira 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
test_01290,images/test/test_01290.png,Identify the question that Pamela's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Pamela prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Pamela 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, Pamela 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
test_01407,images/test/test_01407.png,Identify the question that Natalie's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Natalie prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Natalie 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, Natalie 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
test_01970,images/test/test_01970.png,Identify the question that Kelsey'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Kelsey prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Kelsey 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, Kelsey scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.
Figure: fabric that has been dyed black.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_02029,images/test/test_02029.png,Identify the question that Barbara's experiment can best answer.,"[""Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"", ""Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Barbara prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Barbara 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, Barbara 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
test_00361,images/test/test_00361.png,Which of the following could Charlotte's test show?,"[""if the blade guards would break in a crash"", ""if adding the blade guards made the drone fly poorly"", ""how much the drone weighed with the blade guards""]",3,"People can use the engineering-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.

Charlotte 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, Charlotte 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, Charlotte 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
test_00424,images/test/test_00424.png,Which of the following could Helen'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,"People can use the engineering-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.

Helen 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, Helen 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, Helen 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
test_01045,images/test/test_01045.png,Which of the following could Emmy'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,"People can use the engineering-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.

Emmy 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, Emmy 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, Emmy 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
test_01746,images/test/test_01746.png,Which of the following could Shelley's test show?,"[""how much the drone weighed with the blade guards"", ""if adding the blade guards made the drone fly poorly"", ""if the blade guards would break in a crash""]",3,"People can use the engineering-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.

Shelley 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, Shelley 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, Shelley 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
test_01911,images/test/test_01911.png,Which of the following could Hayley's test show?,"[""how much the drone weighed with the blade guards"", ""if the blade guards would break in a crash"", ""if adding the blade guards made the drone fly poorly""]",3,"People can use the engineering-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.

Hayley 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, Hayley 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, Hayley 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
test_02957,images/test/test_02957.png,Which of the following could Pam's test show?,"[""how much the drone weighed with the blade guards"", ""if the blade guards would break in a crash"", ""if adding the blade guards made the drone fly poorly""]",3,"People can use the engineering-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.

Pam 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, Pam 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, Pam 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
test_03280,images/test/test_03280.png,Which of the following could Joy'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,"People can use the engineering-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.

Joy 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, Joy 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, Joy 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
test_00953,images/test/test_00953.png,Which of the following organisms is the primary consumer in this food web?,"[""orca"", ""phytoplankton"", ""sea urchin"", ""black rockfish""]",4,"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.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
test_01341,images/test/test_01341.png,Which of the following organisms is the secondary consumer in this food web?,"[""orca"", ""sea urchin"", ""kelp bass"", ""kelp""]",4,"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.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
test_03003,images/test/test_03003.png,Which of the following organisms is the primary consumer in this food web?,"[""sea otter"", ""kelp"", ""plainfin midshipman"", ""phytoplankton""]",4,"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.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
test_01440,images/test/test_01440.png,Which of the following best describes a population in a forest in the Cascade mountains?,"[""the western red cedar trees"", ""the great horned owls and the northern pygmy owls"", ""the Douglas fir trees and the long-eared owls""]",3,"Read the passage. Then answer the question below.

The forests in Oregon's Cascade mountains include western red cedar and Douglas fir, two of the tallest tree species in the world. Both of these species can grow to be 100 meters tall, or as tall as a 30-story building!
Several owl species, including long-eared owls, great horned owls, and northern pygmy owls, live in these forests. Owls are nocturnal, which means they are most active at night. During the day, they rest high in the tall trees.
Figure: fir trees in the Cascade mountains.","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"
test_00594,images/test/test_00594.png,Which of the following organisms is the decomposer in this food web?,"[""sea otter"", ""kelp bass"", ""black rockfish"", ""bat star""]",4,"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.",closed choice,grade8,natural science,biology,Ecological interactions,Interpret food webs I
test_04057,images/test/test_04057.png,Which of these organisms contains matter that was once part of the bilberry?,"[""collared lemming"", ""earthworm"", ""lichen"", ""bear sedge""]",4,"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.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
test_00918,images/test/test_00918.png,Identify the question that Janelle'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Janelle 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. Janelle watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_02429,images/test/test_02429.png,Identify the question that Maya'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Maya 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. Maya 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
test_02623,images/test/test_02623.png,Identify the question that Diane'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Diane 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. Diane watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_02709,images/test/test_02709.png,Identify the question that Elena'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Elena 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. Elena watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_02821,images/test/test_02821.png,Identify the question that Annie'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Annie 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. Annie watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_01453,images/test/test_01453.png,What can Emmet and Kathleen trade to each get what they want?,"[""Emmet can trade his tomatoes for Kathleen's broccoli."", ""Emmet can trade his tomatoes for Kathleen's sandwich."", ""Kathleen can trade her almonds for Emmet's tomatoes."", ""Kathleen can trade her broccoli for Emmet's oranges.""]",4,"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.
Emmet and Kathleen open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Emmet wanted broccoli in his lunch and Kathleen was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_00455,images/test/test_00455.png,What can Arianna and Clarence trade to each get what they want?,"[""Arianna can trade her tomatoes for Clarence's sandwich."", ""Arianna can trade her tomatoes for Clarence's broccoli."", ""Clarence can trade his broccoli for Arianna's oranges."", ""Clarence can trade his almonds for Arianna's tomatoes.""]",4,"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.
Arianna and Clarence open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Arianna wanted broccoli in her lunch and Clarence was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_02651,images/test/test_02651.png,What can Arianna and Sidney trade to each get what they want?,"[""Arianna can trade her tomatoes for Sidney's sandwich."", ""Arianna can trade her tomatoes for Sidney's broccoli."", ""Sidney can trade her broccoli for Arianna's oranges."", ""Sidney can trade her almonds for Arianna's tomatoes.""]",4,"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.
Arianna and Sidney open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Arianna wanted broccoli in her lunch and Sidney was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_00933,images/test/test_00933.png,What can Jaylen and Porter trade to each get what they want?,"[""Jaylen can trade his tomatoes for Porter's broccoli."", ""Porter can trade his almonds for Jaylen's tomatoes."", ""Jaylen can trade his tomatoes for Porter's sandwich."", ""Porter can trade his broccoli for Jaylen's oranges.""]",4,"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.
Jaylen and Porter open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jaylen wanted broccoli in his lunch and Porter was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_03805,images/test/test_03805.png,What can Brendan and Isaac trade to each get what they want?,"[""Isaac can trade his broccoli for Brendan's oranges."", ""Isaac can trade his almonds for Brendan's tomatoes."", ""Brendan can trade his tomatoes for Isaac's broccoli."", ""Brendan can trade his tomatoes for Isaac's sandwich.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Brendan and Isaac open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Brendan wanted broccoli in his lunch and Isaac was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_01090,images/test/test_01090.png,What can Diana and Gabby trade to each get what they want?,"[""Gabby can trade her almonds for Diana's tomatoes."", ""Diana can trade her tomatoes for Gabby's sandwich."", ""Diana can trade her tomatoes for Gabby's broccoli."", ""Gabby can trade her broccoli for Diana's oranges.""]",4,"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 Gabby open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Diana wanted broccoli in her lunch and Gabby was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_00192,images/test/test_00192.png,What can Austen and Naomi trade to each get what they want?,"[""Naomi can trade her broccoli for Austen's oranges."", ""Austen can trade his tomatoes for Naomi's broccoli."", ""Austen can trade his tomatoes for Naomi's sandwich."", ""Naomi can trade her almonds for Austen's tomatoes.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Austen and Naomi open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Austen wanted broccoli in his lunch and Naomi was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_01705,images/test/test_01705.png,What can Mark and Valeria trade to each get what they want?,"[""Mark can trade his tomatoes for Valeria's broccoli."", ""Valeria can trade her broccoli for Mark's oranges."", ""Mark can trade his tomatoes for Valeria's sandwich."", ""Valeria can trade her almonds for Mark's tomatoes.""]",4,"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.
Mark and Valeria open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Mark wanted broccoli in his lunch and Valeria was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_01625,images/test/test_01625.png,What can Sadie and Kira trade to each get what they want?,"[""Kira can trade her almonds for Sadie's tomatoes."", ""Sadie can trade her tomatoes for Kira's broccoli."", ""Kira can trade her broccoli for Sadie's oranges."", ""Sadie can trade her tomatoes for Kira's sandwich.""]",4,"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.
Sadie and Kira open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sadie wanted broccoli in her lunch and Kira was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_02999,images/test/test_02999.png,What can Ernesto and Lucia trade to each get what they want?,"[""Ernesto can trade his tomatoes for Lucia's sandwich."", ""Ernesto can trade his tomatoes for Lucia's broccoli."", ""Lucia can trade her almonds for Ernesto's tomatoes."", ""Lucia can trade her broccoli for Ernesto's oranges.""]",4,"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.
Ernesto and Lucia open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Ernesto wanted broccoli in his lunch and Lucia was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_04153,images/test/test_04153.png,What can Ethan and Irma trade to each get what they want?,"[""Ethan can trade his tomatoes for Irma's sandwich."", ""Irma can trade her almonds for Ethan's tomatoes."", ""Ethan can trade his tomatoes for Irma's broccoli."", ""Irma can trade her broccoli for Ethan's oranges.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ethan and Irma open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Ethan wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_02343,images/test/test_02343.png,What can Neil and Darnell trade to each get what they want?,"[""Darnell can trade his almonds for Neil's tomatoes."", ""Darnell can trade his broccoli for Neil's oranges."", ""Neil can trade his tomatoes for Darnell's sandwich."", ""Neil can trade his tomatoes for Darnell's broccoli.""]",4,"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.
Neil and Darnell open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Neil wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_01274,images/test/test_01274.png,What can Sarah and Dave trade to each get what they want?,"[""Sarah can trade her tomatoes for Dave's broccoli."", ""Dave can trade his almonds for Sarah's tomatoes."", ""Sarah can trade her tomatoes for Dave's sandwich."", ""Dave can trade his broccoli for Sarah's oranges.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Sarah and Dave open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sarah wanted broccoli in her lunch and Dave was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_02831,images/test/test_02831.png,What can Sally and Chloe trade to each get what they want?,"[""Sally can trade her tomatoes for Chloe's sandwich."", ""Chloe can trade her almonds for Sally's tomatoes."", ""Chloe can trade her broccoli for Sally's oranges."", ""Sally can trade her tomatoes for Chloe's broccoli.""]",4,"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.
Sally and Chloe open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sally wanted broccoli in her lunch and Chloe was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_03394,images/test/test_03394.png,What can Joey and Darell trade to each get what they want?,"[""Joey can trade his tomatoes for Darell's sandwich."", ""Darell can trade his broccoli for Joey's oranges."", ""Darell can trade his almonds for Joey's tomatoes."", ""Joey can trade his tomatoes for Darell's broccoli.""]",4,"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.
Joey and Darell open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Joey wanted broccoli in his lunch and Darell was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_00023,images/test/test_00023.png,What can Greta and Allie trade to each get what they want?,"[""Greta can trade her tomatoes for Allie's sandwich."", ""Allie can trade her broccoli for Greta's oranges."", ""Allie can trade her almonds for Greta's tomatoes."", ""Greta can trade her tomatoes for Allie's broccoli.""]",4,"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.
Greta and Allie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Greta wanted broccoli in her lunch and Allie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_03984,images/test/test_03984.png,What can Barry and Mona trade to each get what they want?,"[""Mona can trade her almonds for Barry's tomatoes."", ""Mona can trade her broccoli for Barry's oranges."", ""Barry can trade his tomatoes for Mona's sandwich."", ""Barry can trade his tomatoes for Mona's broccoli.""]",4,"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.
Barry and Mona open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Barry wanted broccoli in his lunch and Mona was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_00809,images/test/test_00809.png,What can Marvin and Ken trade to each get what they want?,"[""Marvin can trade his tomatoes for Ken's broccoli."", ""Ken can trade his broccoli for Marvin's oranges."", ""Ken can trade his almonds for Marvin's tomatoes."", ""Marvin can trade his tomatoes for Ken's sandwich.""]",4,"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.
Marvin and Ken open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Marvin wanted broccoli in his lunch and Ken was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_01990,images/test/test_01990.png,What can Kevin and Lily trade to each get what they want?,"[""Lily can trade her broccoli for Kevin's oranges."", ""Kevin can trade his tomatoes for Lily's sandwich."", ""Kevin can trade his tomatoes for Lily's broccoli."", ""Lily can trade her almonds for Kevin's tomatoes.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Kevin and Lily open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Kevin wanted broccoli in his lunch and Lily was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_02656,images/test/test_02656.png,What can Dustin and Irma trade to each get what they want?,"[""Dustin can trade his tomatoes for Irma's broccoli."", ""Irma can trade her broccoli for Dustin's oranges."", ""Dustin can trade his tomatoes for Irma's sandwich."", ""Irma can trade her almonds for Dustin's tomatoes.""]",4,"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 Irma open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Dustin wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_00725,images/test/test_00725.png,What can Bill and Anita trade to each get what they want?,"[""Anita can trade her almonds for Bill's tomatoes."", ""Anita can trade her broccoli for Bill's oranges."", ""Bill can trade his tomatoes for Anita's broccoli."", ""Bill can trade his tomatoes for Anita's sandwich.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Bill and Anita open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Bill wanted broccoli in his lunch and Anita was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_02802,images/test/test_02802.png,What can Rob and Carrie trade to each get what they want?,"[""Rob can trade his tomatoes for Carrie's broccoli."", ""Carrie can trade her broccoli for Rob's oranges."", ""Carrie can trade her almonds for Rob's tomatoes."", ""Rob can trade his tomatoes for Carrie's sandwich.""]",4,"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.
Rob and Carrie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Rob wanted broccoli in his lunch and Carrie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_03262,images/test/test_03262.png,What can Rick and Felix trade to each get what they want?,"[""Rick can trade his tomatoes for Felix's broccoli."", ""Rick can trade his tomatoes for Felix's sandwich."", ""Felix can trade his broccoli for Rick's oranges."", ""Felix can trade his almonds for Rick's tomatoes.""]",4,"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.
Rick and Felix open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Rick wanted broccoli in his lunch and Felix was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_00528,images/test/test_00528.png,What can Janet and Kari trade to each get what they want?,"[""Janet can trade her tomatoes for Kari's sandwich."", ""Kari can trade her almonds for Janet's tomatoes."", ""Kari can trade her broccoli for Janet's oranges."", ""Janet can trade her tomatoes for Kari's broccoli.""]",4,"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.
Janet and Kari open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Janet wanted broccoli in her lunch and Kari was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_02667,images/test/test_02667.png,What can Nina and Ivan trade to each get what they want?,"[""Ivan can trade his almonds for Nina's tomatoes."", ""Nina can trade her tomatoes for Ivan's sandwich."", ""Nina can trade her tomatoes for Ivan's broccoli."", ""Ivan can trade his broccoli for Nina's oranges.""]",4,"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 Ivan open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Nina wanted broccoli in her lunch and Ivan was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.",,closed choice,grade6,social science,economics,Basic economic principles,Trade and specialization
test_00034,images/test/test_00034.png,Identify the question that Chase's experiment can best answer.,"[""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?"", ""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Chase 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, Chase watched cardinals visiting the feeders during the same hour each morning. During his observations, Chase counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.
Figure: a cardinal visiting a platform feeder with sunflower seeds.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_00073,images/test/test_00073.png,Identify the question that Jeremiah'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jeremiah 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, Jeremiah watched cardinals visiting the feeders during the same hour each morning. During his observations, Jeremiah 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
test_02816,images/test/test_02816.png,Identify the question that Winston's experiment can best answer.,"[""Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?"", ""Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Winston 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, Winston watched cardinals visiting the feeders during the same hour each morning. During his observations, Winston 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
test_00365,images/test/test_00365.png,Which of the following organisms is the omnivore in this food web?,"[""black racer"", ""gray fox"", ""silver maple"", ""black bear""]",4,"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.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
test_01394,images/test/test_01394.png,Which of the following organisms is the producer in this food web?,"[""silver maple"", ""beaver"", ""gray fox"", ""pine vole""]",4,"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.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs I
test_00428,images/test/test_00428.png,Which of the following could Marcy and Brenda'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,"People can use the engineering-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.

Marcy and Brenda 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
test_00738,images/test/test_00738.png,Which of the following could Jennifer and Scarlett'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,"People can use the engineering-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.

Jennifer and Scarlett were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
test_01107,images/test/test_01107.png,Which of the following could Diane and Sofia'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,"People can use the engineering-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.

Diane and Sofia 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
test_01158,images/test/test_01158.png,Which of the following could Anita and Gabby'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,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Anita and Gabby 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
test_01242,images/test/test_01242.png,Which of the following could Kathleen and Susan'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,"People can use the engineering-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.

Kathleen and Susan 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
test_01643,images/test/test_01643.png,Which of the following could Camille and Lucy'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,"People can use the engineering-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.

Camille and Lucy 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
test_02008,images/test/test_02008.png,Which of the following could Pamela and Kimi'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,"People can use the engineering-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.

Pamela and Kimi were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",closed choice,grade6,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
test_02103,images/test/test_02103.png,Which of the following could Tara and Rosanne'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,"People can use the engineering-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.

Tara 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
test_02693,images/test/test_02693.png,Which of the following could Katy and Anne'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,"People can use the engineering-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.

Katy and Anne 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
test_03659,images/test/test_03659.png,Which of the following could Martina and Kiera'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,"People can use the engineering-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.

Martina and Kiera 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
test_03769,images/test/test_03769.png,Which of the following could Colette and Alexandra'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,"People can use the engineering-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.

Colette 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
test_00525,images/test/test_00525.png,Which of the following could Tyler's test show?,"[""the amount of bacteria in the water before it was filtered"", ""whether the filter was clogged"", ""whether an inexpensive filter would become clogged more often""]",3,"People can use the engineering-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.

Tyler 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. Tyler had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Tyler 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
test_01236,images/test/test_01236.png,Which of the following could Lamar'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,"People can use the engineering-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.

Lamar 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. Lamar had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Lamar 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
test_01622,images/test/test_01622.png,Which of the following could Hector'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,"People can use the engineering-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.

Hector 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. Hector had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Hector checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
test_02916,images/test/test_02916.png,Which of the following could Bill'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,"People can use the engineering-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.

Bill 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. Bill had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Bill 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
test_03816,images/test/test_03816.png,Which of the following could Logan'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,"People can use the engineering-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 . 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. Logan had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Logan checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
test_03869,images/test/test_03869.png,Which of the following could Steve's test show?,"[""the amount of bacteria in the water before it was filtered"", ""whether an inexpensive filter would become clogged more often"", ""whether the filter was clogged""]",3,"People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.

Steve 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. Steve had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Steve checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
test_03919,images/test/test_03919.png,Which of the following could Jaylen's test show?,"[""whether the filter was clogged"", ""whether an inexpensive filter would become clogged more often"", ""the amount of bacteria in the water before it was filtered""]",3,"People can use the engineering-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.

Jaylen 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. Jaylen had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Jaylen checked the filter by measuring how quickly water moved through it.
Figure: an engineer at a water treatment plant.","People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.",closed choice,grade7,natural science,science-and-engineering-practices,Engineering practices,Evaluate tests of engineering-design solutions
test_03988,images/test/test_03988.png,Which of the following could Darnell'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,"People can use the engineering-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.

Darnell 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. Darnell had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Darnell 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
test_01450,images/test/test_01450.png,"Based on the text, what was one of the things that made Alex different from most parrots?","[""He loved playing with blocks."", ""He was an African grey parrot."", ""He was able to do math.""]",3,"Read the text about Alex the parrot.
Most parrots can speak, or at least copy the sounds of people talking. Alex, an African grey parrot, learned to do much more. He knew how to do simple math. In fact, he was capable of adding up to six objects. Alex added up crackers, jelly beans, and blocks. He could also point out seven different colors and six shapes. And he knew more than a hundred words!
Alex's owner taught him for more than thirty years and observed a lot about how parrots learn. People had worked with animals before Alex to see if animals could understand language and math. But Alex proved that animals might be even smarter than we thought!",,closed choice,grade3,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
test_00492,images/test/test_00492.png,Identify the question that Nate'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Nate 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. Nate 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. Nate 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
test_00540,images/test/test_00540.png,Identify the question that Tanner'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Tanner 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. Tanner 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. Tanner 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
test_00834,images/test/test_00834.png,Identify the question that Ivan'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Ivan 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. Ivan 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. Ivan 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
test_01464,images/test/test_01464.png,Identify the question that Farid'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Farid 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. Farid 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. Farid 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
test_01505,images/test/test_01505.png,Identify the question that Pablo'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Pablo 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. Pablo 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. Pablo 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
test_02275,images/test/test_02275.png,Identify the question that Percy'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Percy 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. Percy 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. Percy 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
test_02284,images/test/test_02284.png,Identify the question that Zach'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Zach 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. Zach 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. Zach 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
test_02894,images/test/test_02894.png,Which trait did Megaloceros have? Select the trait you can observe on the fossil.,"[""four legs"", ""a tail with long hair"", ""a mane on the back of its neck""]",3,This picture shows a fossil of an ancient animal called Megaloceros. An adult Megaloceros could grow over seven feet tall.,"The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
test_00475,images/test/test_00475.png,Which of the following could Rose's test show?,"[""if the new turbine could turn easily"", ""whether the new turbine could produce 10% more electricity"", ""how much the new turbine would weigh""]",3,"People can use the engineering-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. Rose 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, Rose 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
test_01064,images/test/test_01064.png,Which of the following could Tori'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,"People can use the engineering-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. Tori 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, Tori 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
test_03960,images/test/test_03960.png,Which of the following could Akira's test show?,"[""how much the new turbine would weigh"", ""whether the new turbine could produce 10% more electricity"", ""if the new turbine could turn easily""]",3,"People can use the engineering-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. Akira 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, Akira 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
test_03881,images/test/test_03881.png,Which type of relationship is formed when an Alcon blue caterpillar lives in a Myrmica ant nest?,"[""parasitic"", ""mutualistic"", ""commensal""]",3,"Read the passage. Then answer the question.

Alcon blue butterflies spend the first part of their lives as caterpillars that live with Myrmica ants. When a caterpillar lives with the ants, it mimics, or pretends to be, an ant. The caterpillar can mimic the ants by copying their smell. The caterpillar can also make noises that make it sound like a queen ant. Queen ants receive more food and better protection than any other ants in the nest.
So, when the caterpillar mimics an ant, the ants feed and protect the caterpillar instead of other ants in the nest.
Figure: a Myrmica ant caring for an Alcon blue caterpillar.","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)",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
test_00397,images/test/test_00397.png,Which trait did Palaeopython have? Select the trait you can observe on the fossil.,"[""black stripes on its skin"", ""large fins on its body"", ""a long, thin body""]",3,This picture shows a fossil of an ancient animal called Palaeopython. Palaeopython lived in trees and could grow more than six 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,grade3,natural science,earth-science,Fossils,Compare fossils to modern organisms
test_03722,images/test/test_03722.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02030,images/test/test_02030.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00950,images/test/test_00950.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02364,images/test/test_02364.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01413,images/test/test_01413.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03651,images/test/test_03651.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03898,images/test/test_03898.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02054,images/test/test_02054.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03564,images/test/test_03564.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00013,images/test/test_00013.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02358,images/test/test_02358.png,Which of the following best describes a community in the Great Sand Dunes?,"[""the grasses and the prairie sunflowers"", ""the Ord's kangaroo rats"", ""the grasses, the water, and the sand dunes""]",3,"Read the passage. Then answer the question below.

The tallest sand dunes in North America are in Colorado. In this desert region, the top few inches of sand are usually dry, but the lower layers remain moist year-round.
Ord's kangaroo rats spend their entire lives in these dunes. They collect seeds from grasses and prairie sunflowers, and then bury the seeds in the moist layers of sand. Later, the rats come back to eat their buried seeds. The seeds absorb enough moisture from the sand that the kangaroo rats never need to drink water!
Figure: Great Sand Dunes National Park and Preserve in Colorado.","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"
test_00542,images/test/test_00542.png,Identify the question that Barbara'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Barbara glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Barbara 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. Barbara 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
test_02751,images/test/test_02751.png,Identify the question that Lola'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Lola glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Lola 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. Lola 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
test_02966,images/test/test_02966.png,Identify the question that Rhianna'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Rhianna glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Rhianna 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. Rhianna 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
test_04181,images/test/test_04181.png,Identify the question that Camilla'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Camilla glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Camilla 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. Camilla 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
test_02624,images/test/test_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 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00611,images/test/test_00611.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03121,images/test/test_03121.png,Think 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,The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_04207,images/test/test_04207.png,Which of the following was a dependent variable in this experiment?,"[""the number of bacteria in a drop of tea"", ""the amount of time that the tea sat on the desk""]",2,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Every day at work, Valentina poured a large cup of tea that she drank throughout the morning. She wondered how much bacteria might be growing in her cup of tea as the morning went on.
To find out, Valentina filled three identical cups with tea and placed them on her desk for three hours. After the first hour, she placed a drop of the tea from each cup on a separate microscope slide and counted the number of bacteria in the drop. Valentina repeated this with each cup of tea after the second hour, and again after the third hour.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: using a microscope to count bacteria on a slide.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
test_03589,images/test/test_03589.png,Think 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,The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_02092,images/test/test_02092.png,Think 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,The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03559,images/test/test_03559.png,"After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?","[""the Elamite Empire"", ""the Neo-Sumerian Empire"", ""the Babylonian Empire"", ""the Akkadian Empire""]",4,Look at the table. Then answer the question below.,,closed choice,grade6,social science,world-history,Ancient Mesopotamia,Mesopotamian empires
test_01349,images/test/test_01349.png,"After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?","[""the Elamite Empire"", ""the Akkadian Empire"", ""the Babylonian Empire"", ""the Neo-Sumerian Empire""]",4,Look at the table. Then answer the question below.,,closed choice,grade6,social science,world-history,Ancient Mesopotamia,Mesopotamian empires
test_00151,images/test/test_00151.png,Which type of relationship is formed when a rat tapeworm attaches itself to a rat's intestine?,"[""parasitic"", ""mutualistic"", ""commensal""]",3,"Read the passage. Then answer the question.

A rat tapeworm is a type of flatworm that can live inside a rat's body. When a rat eats an insect that has a tapeworm inside it, the insect is digested, but the tapeworm remains alive.
The tapeworm is moved into the rat's intestines and uses suckers to attach itself to the intestine wall. Inside the rat's intestine, the tapeworm absorbs nutrients from food that the rat has eaten. If the rat has many tapeworms in its intestines, it will become weak from lack of nutrients.
Figure: a tapeworm attached to the wall of an intestine.","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)",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
test_02722,images/test/test_02722.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01180,images/test/test_01180.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01062,images/test/test_01062.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00910,images/test/test_00910.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is 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,"The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_04098,images/test/test_04098.png,Think 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,"The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_01501,images/test/test_01501.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03493,images/test/test_03493.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02589,images/test/test_02589.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03162,images/test/test_03162.png,Think 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,The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01590,images/test/test_01590.png,Think 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,The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00430,images/test/test_00430.png,Identify the question that Lacey'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Lacey poured four ounces of water into each of six glasses. Lacey dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Lacey 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. Lacey 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
test_02315,images/test/test_02315.png,Identify the question that Tanvi'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Tanvi poured four ounces of water into each of six glasses. Tanvi dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Tanvi 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. Tanvi repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.
Figure: an egg floating in a glass of salty water.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_02992,images/test/test_02992.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02906,images/test/test_02906.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00295,images/test/test_00295.png,Which type of relationship is formed when a bristle worm lives on a white sea urchin?,"[""mutualistic"", ""commensal"", ""parasitic""]",3,"Read the passage. Then answer the question.

White sea urchins live in tropical oceans. Sea urchins are covered with hard, sharp spines. These spear-like spines protect the sea urchin from predators, such as fish. Sometimes a small worm, called a bristle worm, also uses the spines for protection.
The worm lives on the sea urchin, between the spines. To attack a worm on the sea urchin's body, a fish would have to get past the spines. When the worm lives on the sea urchin, the worm does not change the sea urchin's ability to survive.
Figure: a white sea urchin in the ocean.","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)",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
test_00779,images/test/test_00779.png,Think 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,The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_00705,images/test/test_00705.png,Think 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,The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_00362,images/test/test_00362.png,Think 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,The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00344,images/test/test_00344.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02221,images/test/test_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 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,"The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_03237,images/test/test_03237.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02630,images/test/test_02630.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01150,images/test/test_01150.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The magnitude of the magnetic force is 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03444,images/test/test_03444.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02129,images/test/test_02129.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00704,images/test/test_00704.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03797,images/test/test_03797.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02496,images/test/test_02496.png,Think 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,The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03306,images/test/test_03306.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03538,images/test/test_03538.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01743,images/test/test_01743.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00369,images/test/test_00369.png,Think 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,"The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_03034,images/test/test_03034.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02793,images/test/test_02793.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01813,images/test/test_01813.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01624,images/test/test_01624.png,Which trait did Pentasteria have? Select the trait you can observe on the fossil.,"[""red skin"", ""a long tube-shaped body"", ""five arms""]",3,"This picture shows a fossil of an ancient animal called Pentasteria.
Pentasteria lived in the ocean over 190,000,000 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
test_02535,images/test/test_02535.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00378,images/test/test_00378.png,Identify the question that Jeanette's experiment can best answer.,"[""Do circuits that include iron produce dimmer light than circuits that include copper?"", ""Can light bulbs stay lit longer when circuits include copper or when circuits include iron?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Jeanette 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. Jeanette 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. Jeanette built three more of the same type of circuit. She repeated the tests with each circuit. Jeanette recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.
Figure: a circuit with a battery, a light bulb, and a piece of copper.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_01763,images/test/test_01763.png,Identify the question that Gwen's experiment can best answer.,"[""Do circuits that include iron produce dimmer light than circuits that include copper?"", ""Can light bulbs stay lit longer when circuits include copper or when circuits include iron?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Gwen 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. Gwen 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. Gwen built three more of the same type of circuit. She repeated the tests with each circuit. Gwen 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
test_04114,images/test/test_04114.png,Identify the question that Ashley's experiment can best answer.,"[""Do circuits that include iron produce dimmer light than circuits that include copper?"", ""Can light bulbs stay lit longer when circuits include copper or when circuits include iron?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Ashley 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. Ashley 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. Ashley built three more of the same type of circuit. She repeated the tests with each circuit. Ashley recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.
Figure: a circuit with a battery, a light bulb, and a piece of copper.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_00544,images/test/test_00544.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00980,images/test/test_00980.png,Which of the following best describes an ecosystem on a prairie in Nebraska?,"[""the sand dunes, the prairie sandreed, and the greater prairie chickens"", ""the red foxes"", ""the seeds, the leaves, and the insects""]",3,"Read the passage. Then answer the question below.

In the Sandhills region of Nebraska, a grassy prairie grows on sand dunes. The roots of grasses, such as the prairie sandreed, help hold the sand in place.
Greater prairie chickens roam through the grasses eating seeds, leaves, and insects. Adult prairie chickens are prey for coyotes, great horned owls, and red-tailed hawks. Their eggs can be eaten by raccoons, skunks, and red foxes.
Figure: greater prairie chickens on a Nebraska prairie.","In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.
A single organism is an individual. Individuals of the same species that live in the same place are part of a population.
Multiple populations of different species that live in the same place are part of a community.
Together, communities of living organisms and the nonliving parts of their environment make up an ecosystem.",closed choice,grade7,natural science,biology,Ecosystems,"Describe populations, communities, and ecosystems"
test_03239,images/test/test_03239.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01318,images/test/test_01318.png,Think 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,The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02479,images/test/test_02479.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02101,images/test/test_02101.png,Think 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,"The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01868,images/test/test_01868.png,Think 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,The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_03706,images/test/test_03706.png,Think 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,The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01007,images/test/test_01007.png,Think 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,The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02822,images/test/test_02822.png,Think 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,The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01492,images/test/test_01492.png,Think 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,The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_01984,images/test/test_01984.png,Think 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,"The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_02039,images/test/test_02039.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_04223,images/test/test_04223.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00581,images/test/test_00581.png,Think 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,The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02445,images/test/test_02445.png,Think 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,The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_02119,images/test/test_02119.png,Which type of relationship is formed when an alpheid shrimp shares its burrow with a goby?,"[""commensal"", ""parasitic"", ""mutualistic""]",3,"Read the passage. Then answer the question.

Alpheid shrimp are small crustaceans that build burrows, or underground shelters, in the sand. Alpheid shrimp are blind and are vulnerable to predators when they are outside of their burrows.
A shrimp can share its burrow with a fish called a goby. The goby acts as a lookout for the blind shrimp. When the shrimp leaves the safety of the burrow, it touches its antennae to the goby's tail. If a predator comes near, the goby flicks its tail, alerting the shrimp to the danger. Both animals then retreat to the safety of the burrow.
Figure: a goby and an alpheid shrimp at the entrance of a burrow.","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)",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
test_00333,images/test/test_00333.png,"In this food web, which organism contains matter that eventually moves to the bat star?","[""sea cucumber"", ""sea otter"", ""phytoplankton""]",3,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
test_03022,images/test/test_03022.png,"In this food web, which organism contains matter that eventually moves to the sea cucumber?","[""bat star"", ""phytoplankton"", ""kelp bass""]",3,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
test_02125,images/test/test_02125.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03023,images/test/test_03023.png,Which trait did Holophagus have? Select the trait you can observe on the fossil.,"[""a tail fin"", ""a large red lump on its head"", ""long legs""]",3,This picture shows a fossil of an animal called Holophagus. Holophagus lived in the ocean and gave birth to live young.,"The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
test_00999,images/test/test_00999.png,Think 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,The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_04189,images/test/test_04189.png,Think 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,The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_03596,images/test/test_03596.png,Think 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,The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03782,images/test/test_03782.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_04069,images/test/test_04069.png,Think 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,The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_02509,images/test/test_02509.png,Think 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,"The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_04157,images/test/test_04157.png,Think 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,"The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_01764,images/test/test_01764.png,Which trait did Galeocerdo have? Select the trait you can observe on the fossil.,"[""a round, flat body"", ""fins on its back"", ""gray skin""]",3,"This picture shows a fossil of an animal called Galeocerdo.
Some fossils of Galeocerdo are over 2,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",closed choice,grade3,natural science,earth-science,Fossils,Compare fossils to modern organisms
test_01972,images/test/test_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 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,The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00574,images/test/test_00574.png,Think 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,"The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_01658,images/test/test_01658.png,Identify the question that Joe'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Joe 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, Joe 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
test_02298,images/test/test_02298.png,Identify the question that Mike'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Mike 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, Mike 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
test_02621,images/test/test_02621.png,Identify the question that Ronald'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Ronald 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, Ronald 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
test_03908,images/test/test_03908.png,Identify the question that Leon'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,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Leon 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, Leon 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
test_04095,images/test/test_04095.png,Which of the following statements is true?,"[""Each bryum moss cell is over 0.37 millimeters long."", ""The organism shown in the micrograph is made up of cells, but the organism in the photograph is not."", ""Bryum moss plants are made up of tiny units called cells.""]",3,"Look at the images and read the text. Then, answer the question.

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

Figure 2: a micrograph of bryum moss.
This image also shows bryum moss. The image is a micrograph, which is a magnified picture taken with the aid of a microscope. The magnified image shows a section of the plant that is only 0.37 millimeters long!
The micrograph shows that the plant is made up of small, similarly shaped units. In this image, each unit looks like it has six sides and is surrounded by a white border. These units are called cells.",,closed choice,grade6,natural science,biology,Cells,Understanding cells
test_02678,images/test/test_02678.png,Which better describes the tide pool ecosystems in Tongue Point Marine Life Sanctuary?,"[""It has daily flooding and draining of seawater. It also has many different types of organisms."", ""It has daily flooding and draining of seawater. It also has water that is poor in nutrients.""]",2,"Figure: Tongue Point Marine Life Sanctuary.
Tongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_02097,images/test/test_02097.png,Think 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,"The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_01670,images/test/test_01670.png,Think 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,The images below show 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.",closed choice,grade7,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00110,images/test/test_00110.png,Think 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,The images below show 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.",closed choice,grade6,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_03182,images/test/test_03182.png,Think 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,The images below show 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.",closed choice,grade5,natural science,physics,Magnets,Compare magnitudes of magnetic forces
test_00768,images/test/test_00768.png,Think 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,The images below show 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.",closed choice,grade8,natural science,physics,"Velocity, acceleration, and forces",Compare magnitudes of magnetic forces
test_00983,images/test/test_00983.png,Which of the following was an independent variable in this experiment?,"[""the number of times the plots were burned each year"", ""the number of unwanted grasses""]",2,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Dr. Spencer was the land manager for a prairie that had become overrun by unwanted grasses. These grasses crowded out other plants. Dr. Spencer thought that she could use fire to remove the unwanted grasses and allow other plants to grow. But she didn't know how often the prairie should be burned.
Dr. Spencer marked off six plots within a large area of the prairie. She used carefully controlled fires to burn all of the plants in each plot. She burned three of the plots once a year for three years. She burned the other three plots twice a year for three years. A year after the last fire, Dr. Spencer counted the number of unwanted grasses in each of the six plots.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a fire burning through a prairie.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
test_00042,images/test/test_00042.png,Which of the following was a dependent variable in this experiment?,"[""the temperature of the heating pad"", ""the number of days until a seed germinated""]",2,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Kenneth wanted to grow cucumbers from seeds. He read that using a heating pad to heat up potting soil could help make seeds germinate, or sprout, faster. Kenneth wondered whether the temperature of the heating pad would affect how quickly the seeds germinated.
Kenneth prepared two potting trays, each made up of ten small pots of soil. He planted one cucumber seed in each small pot and arranged the potting trays near a sunny window. He set an electric heating pad to 75°F and placed it under one potting tray. He set a second heating pad to 85°F and placed it under the other potting tray. Kenneth observed the pots daily, and he counted the number of days it took until a seed germinated in each pot.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: germinating plants in a potting tray.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
test_03751,images/test/test_03751.png,Which better describes the tide pool ecosystems in Montaña De Oro State Park?,"[""It has daily flooding and draining of seawater. It also has water that is rich in nutrients."", ""It has no sunlight. It also has daily flooding and draining of seawater.""]",2,"Figure: Montaña De Oro State Park.
Montaña De Oro State Park is in California. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_03086,images/test/test_03086.png,Which better describes the tide pool ecosystems in Salt Point State Park?,"[""It has daily flooding and draining of seawater. It also has water that is rich in nutrients."", ""It has daily flooding and draining of seawater. It also has water that is poor in nutrients.""]",2,"Figure: Salt Point State Park.
Salt Point State Park is in northern California. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_02449,images/test/test_02449.png,Which type of relationship is formed when a hawk moth visits a petunia flower?,"[""commensal"", ""mutualistic"", ""parasitic""]",3,"Read the passage. Then answer the question.

Hawk moths visit many types of plants to find nectar, including petunias. Petunias produce nectar deep inside their flowers. To reach the nectar, a moth puts its long, tubular mouthpart, called a proboscis, inside a flower. While the moth drinks nectar, pollen from the flower sticks to the moth's head and proboscis.
Later, the moth visits another petunia flower to drink more nectar. When pollen on the moth's head and proboscis is transferred to the female part of the other flower, that flower is pollinated. After the moth pollinates the flower, the petunia is able to reproduce.
Figure: a hawk moth visiting a petunia flower.","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)",closed choice,grade7,natural science,biology,Ecological interactions,Classify symbiotic relationships
test_02679,images/test/test_02679.png,Identify the question that Edwin's experiment can best answer.,"[""Does apple juice expand more or less than water when it freezes?"", ""Does water freeze more quickly than apple juice?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Edwin 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. Edwin then observed the frozen liquids' volumes in the measuring cups. He measured the amount the volumes increased to see how much the liquids had expanded while freezing. He compared how much the water expanded to how much the apple juice expanded.
Figure: water in a measuring cup.","Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?",closed choice,grade8,natural science,science-and-engineering-practices,Designing experiments,Identify the experimental question
test_01108,images/test/test_01108.png,Which of the following could Brennan'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,"People can use the engineering-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.

Brennan 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. Brennan 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
test_03483,images/test/test_03483.png,Which of the following could Caden'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,"People can use the engineering-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.

Caden 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. Caden 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
test_03880,images/test/test_03880.png,Which of the following could Harold'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,"People can use the engineering-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.

Harold 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. Harold 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
test_03974,images/test/test_03974.png,Which of the following best describes a community in the Southern Ocean?,"[""the algae, the sea ice, and the seawater"", ""the Antarctic krill, the emperor penguins, and the leopard seals"", ""a pod of humpback whales""]",3,"Read the passage. Then answer the question below.

Antarctic krill is a species of swimming crustacean, similar to shrimp, that is about 5 centimeters long. Krill eat the algae that grow on the underside of sea ice in the Southern Ocean around Antarctica.
Pods of humpback whales swim to the Southern Ocean every summer. Humpback whales and other animals, such as emperor penguins and leopard seals, eat Antarctic krill. In fact, Antarctic krill are eaten by almost every animal in Antarctica!
Figure: humpback whales in the Southern Ocean.","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"
test_04196,images/test/test_04196.png,Identify the question that Sasha's experiment can best answer.,"[""Do slugs weigh more after eating tomato leaves or broccoli leaves?"", ""Do slugs eat more from tomato leaves or broccoli leaves?""]",2,"The passage below describes an experiment. Read the passage and then follow the instructions below.

Sasha 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, Sasha 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
test_01888,images/test/test_01888.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_04072,images/test/test_04072.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_02289,images/test/test_02289.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00364,images/test/test_00364.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_02853,images/test/test_02853.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_02360,images/test/test_02360.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00614,images/test/test_00614.png,Which of these organisms contains matter that was once part of the bear sedge?,"[""Arctic fox"", ""barren-ground caribou"", ""bilberry""]",3,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
test_02178,images/test/test_02178.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00729,images/test/test_00729.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_01376,images/test/test_01376.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_01475,images/test/test_01475.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_04025,images/test/test_04025.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00094,images/test/test_00094.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03955,images/test/test_03955.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00427,images/test/test_00427.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00565,images/test/test_00565.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00017,images/test/test_00017.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_01335,images/test/test_01335.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_02960,images/test/test_02960.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03826,images/test/test_03826.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03686,images/test/test_03686.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03404,images/test/test_03404.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03030,images/test/test_03030.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_01098,images/test/test_01098.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_02631,images/test/test_02631.png,When might a giant tortoise sleep for weeks at a time?,"[""when there is not much water"", ""when the tortoise is growing quickly"", ""when it is cold outside""]",3,"Read the text about giant tortoises.
The Galápagos Islands in the Pacific Ocean are home to the giant tortoise. These tortoises are massive, weighing nearly five hundred pounds. However, giant tortoises do not use much energy.
They often rest for up to sixteen hours a day. And when there is little water, giant tortoises might sleep for weeks at a time. This helps them save energy. Giant tortoises can live up to a year without food or water if they have to!
Life has not always been easy for giant tortoises, though. When people first arrived at the Galápagos Islands hundreds of years ago, they took many of the tortoises away. And some people hunted the tortoises for food and oil. Few tortoises are left on the island today. Luckily, many groups of people are now working to keep these giant animals safe. Hopefully, giant tortoises can roam the islands for many years to come.",,closed choice,grade3,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
test_00885,images/test/test_00885.png,Which of these organisms contains matter that was once part of the phytoplankton?,"[""orca"", ""sea cucumber"", ""sea urchin""]",3,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
test_03349,images/test/test_03349.png,Which of these organisms contains matter that was once part of the kelp?,"[""plainfin midshipman"", ""sea cucumber"", ""zooplankton""]",3,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
test_02609,images/test/test_02609.png,Which of the following organisms is the primary consumer in this food web?,"[""Arctic fox"", ""rough-legged hawk"", ""mushroom""]",3,"Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs I
test_02281,images/test/test_02281.png,Which better describes the tide pool ecosystems in Tongue Point Marine Life Sanctuary?,"[""It has no sunlight. It also has daily flooding and draining of seawater."", ""It has daily flooding and draining of seawater. It also has many different types of organisms.""]",2,"Figure: Tongue Point Marine Life Sanctuary.
Tongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_00016,images/test/test_00016.png,Which of the following organisms is the primary consumer in this food web?,"[""copepod"", ""black crappie"", ""bacteria""]",3,"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.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
test_03731,images/test/test_03731.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00426,images/test/test_00426.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_02705,images/test/test_02705.png,Which of these organisms contains matter that was once part of the kelp?,"[""zooplankton"", ""phytoplankton"", ""bat star""]",3,"Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.","A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.",closed choice,grade6,natural science,biology,Ecological interactions,Interpret food webs II
test_03261,images/test/test_03261.png,Which of the following is better evidence that the train's kinetic energy changed?,"[""The train was stopped, and then it began to move forward and away from the station."", ""Electricity started flowing to the motor when the ride operator flipped the switch.""]",2,"There are many types of energy. One type is kinetic energy, which is the energy an object has when it is moving.
Read the passage about the start of a roller coaster ride and think about the kinetic energy of the roller coaster train.
At an amusement park, a group of riders boarded a roller coaster train and sat down.
Once everyone was safely in their seats, the ride operator flipped a switch, and electricity flowed to a motor below the track. The motor pulled the train forward and out of the station.",,closed choice,grade6,natural science,physics,Kinetic and potential energy,Explore energy transformations: roller coaster ride
test_03925,images/test/test_03925.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03996,images/test/test_03996.png,"In this food chain, the brown trout is a secondary consumer. Why?","[""It eats a secondary consumer."", ""It eats a primary consumer."", ""It eats a producer.""]",3,"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!",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
test_03201,images/test/test_03201.png,Which of the following statements describess living in an independent city-state?,"[""I live by myself in the wilderness."", ""My city rules itself and is not part of a larger country."", ""I vote for a president that rules over many different cities."", ""All the decisions about my city are made by a faraway emperor.""]",4,Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.,,closed choice,grade6,social science,world-history,Greece,Classical Athens: geography and society
test_03294,images/test/test_03294.png,"Complete the sentence.
The Thingvellir Rift Valley formed at a () boundary.","[""divergent"", ""convergent"", ""transform""]",3,"Read the passage and look at the picture.
In Iceland, parts of the Mid-Atlantic Ridge are above sea level. The Thingvellir Rift Valley is one example. This rift valley began to form as the North American Plate and the Eurasian Plate moved away from each other. In this picture, you can see the gap that formed during a major plate movement along the rift. Gaps such as this form when the two plates move apart, creating a large crack in the crust. The last time this happened in the Thingvellir Rift Valley was in the spring of 1789. Since then, a walking path was built along the rift valley to allow park visitors to walk along the rift.","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.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
test_00748,images/test/test_00748.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_02231,images/test/test_02231.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03665,images/test/test_03665.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_04071,images/test/test_04071.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_01851,images/test/test_01851.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_02225,images/test/test_02225.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_01848,images/test/test_01848.png,Think about the magnetic force between the magnets in each pair. Which of the following statements is true?,"[""The strength of the magnetic force is the same in both pairs."", ""The magnetic force is stronger in Pair 2."", ""The magnetic force is stronger in Pair 1.""]",3,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00545,images/test/test_00545.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00568,images/test/test_00568.png,Which of the following was a dependent variable in this experiment?,"[""the amount of oxygen in the tanks"", ""the species of algae""]",2,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Dr. Hardin collected two species of algae, Chlorella rotunda and Tetraselmis cordiformis. He wanted to know whether one species released more oxygen as it grew than the other species.
To find out, Dr. Hardin prepared six culture tanks. He filled each tank with the same amount of a mixture of water and nutrients. Then, he added 1,000 live algae cells to each tank and sealed the tank. In three of the tanks, he added C. rotunda cells. In the other three, he added T. cordiformis cells. After five days, Dr. Hardin measured the amount of oxygen in each culture tank.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: growing algae in culture tanks.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
test_03573,images/test/test_03573.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03509,images/test/test_03509.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03899,images/test/test_03899.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,The images below show 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.",closed choice,grade4,natural science,physics,Magnets,Compare strengths of magnetic forces
test_02876,images/test/test_02876.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03535,images/test/test_03535.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00892,images/test/test_00892.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00745,images/test/test_00745.png,"Based on the painting, which was true about ironclads?","[""They were powered by oars."", ""They didn't have weapons."", ""They were made of metal."", ""They used sails.""]",4,"The Union and Confederacy built many new ships during the Civil War. This is a painting of the first battle between two ironclads, the CSS Virginia and the USS Monitor. Use it to answer the question below.",,closed choice,grade5,social science,us-history,The Civil War and Reconstruction,The Civil War: war tactics and the home front
test_01745,images/test/test_01745.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_03228,images/test/test_03228.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,The images below show 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.",closed choice,grade3,natural science,physics,Magnets,Compare strengths of magnetic forces
test_00286,images/test/test_00286.png,Which of the following organisms is the decomposer in this food web?,"[""green algae"", ""water mold"", ""golden algae""]",3,"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.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs I
test_03635,images/test/test_03635.png,Which of the following was a dependent variable in this experiment?,"[""the distance the footballs traveled"", ""the air pressure in the footballs""]",2,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Kamal noticed that some of the footballs his team used during practice were not fully inflated. He wondered whether fully inflated footballs would travel farther than footballs with a lower air pressure.
To find out, Kamal collected 20 standard footballs. He fully inflated ten of them to an air pressure of 13 pounds per square inch. He inflated the remaining ten to an air pressure of 10 pounds per square inch. Kamal used  to launch a ball across a football field. He measured the distance the football traveled and then launched the next ball. Kamal repeated this with all 20 balls.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: a football launcher.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
test_01589,images/test/test_01589.png,Which better describes the tide pool ecosystems in Little Corona Beach?,"[""It has daily flooding and draining of seawater. It also has water that is poor in nutrients."", ""It has daily flooding and draining of seawater. It also has water that is rich in nutrients.""]",2,"Figure: Little Corona Beach.
Little Corona Beach is in southern California. It has many tide pool ecosystems.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_02208,images/test/test_02208.png,Which specific humidity level was measured within the outlined area shown?,"[""24 grams of water vapor per kilogram of air"", ""13 grams of water vapor per kilogram of air"", ""9 grams of water vapor per kilogram of air""]",3,"The map below shows humidity in the lower atmosphere on October 28, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Asia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
test_03512,images/test/test_03512.png,Which specific humidity level was measured within the outlined area shown?,"[""12 grams of water vapor per kilogram of air"", ""14 grams of water vapor per kilogram of air"", ""21 grams of water vapor per kilogram of air""]",3,"The map below shows humidity in the lower atmosphere on August 1, 2016. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in South America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.",closed choice,grade7,natural science,earth-science,Weather and climate,Identify and compare air masses
test_04209,images/test/test_04209.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""KRT13 gene . . . keratin protein"", ""keratin protein . . . KRT13 gene""]",2,"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.

Keratins are strong proteins that provide structure and protection for many tissues in the human body. For example, the tissue on the inside of the mouth, called epithelium (ep-i-THEEL-i-um), is protected by a tough layer made of many types of keratin proteins connected together. One type of keratin protein is encoded by the KRT13 gene.
A certain person had a mutation in the KRT13 gene. Compared to the KRT13 gene without a mutation, the mutated KRT13 gene encoded a form of the keratin protein with a different structure.
This different form of the keratin protein could not connect to other keratin proteins.The person with the mutation had mouth epithelium that was easily damaged by simple activities like eating and brushing teeth.
Figure: strands of connected keratin proteins, seen through a high-powered microscope.","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.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
test_01805,images/test/test_01805.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,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_02967,images/test/test_02967.png,Which of the following was a dependent variable in this experiment?,"[""the watering method used"", ""the change in weight for each plant""]",2,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Audrey had four air plants on her desk that were not growing. She suspected that they needed more water. Audrey's sister recommended soaking the air plants in a bowl of water once a week. Audrey's coworker recommended spraying the air plants with a mist of water every day.
Audrey decided to test both ideas. First, she measured the initial weight of all four air plants. Then, for the next two months, she sprayed two of the plants with a mist of water each day. She watered the two remaining plants by soaking them in water once a week. Finally, Audrey measured the weight of the plants again and calculated the change in weight for each plant.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: an air plant displayed on a rock.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
test_01930,images/test/test_01930.png,Which of the following statements is true?,"[""A flavorant might be both found in nature and made in a chemical factory."", ""A substance's chemical structure depends only on the number and types of atoms in each molecule of the substance.""]",2,"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
test_00456,images/test/test_00456.png,"Is the water in a glass a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_03887,images/test/test_03887.png,Which of the following was an independent variable in this experiment?,"[""the number of earthworms"", ""the number of leaves""]",2,"The passage below describes an experiment. Read the passage and think about the variables that are described.

Duncan grew ten  on his back porch. He grew each plant in its own pot, and each pot was the same size and shape. Duncan noticed that his plants did not grow many leaves, and he wanted to see if earthworms could help them grow more. To test this idea, Duncan divided his ten plants into two equal groups. For one group, he added three earthworms to the soil in each pot. He did not add any earthworms to pots in the other group.
Two months later, Duncan counted the number of leaves on each of the ten plants. He compared the number of leaves on the plants in each group.
Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.
Figure: mint plants.","Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.
In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.
The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.
The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.",closed choice,grade6,natural science,science-and-engineering-practices,Designing experiments,Identify independent and dependent variables
test_00289,images/test/test_00289.png,Select the organism in the same genus as the North American beaver.,"[""Goura scheepmakeri"", ""Castor fiber"", ""Cervus canadensis""]",3,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.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_01430,images/test/test_01430.png,Select the organism in the same genus as the North American beaver.,"[""Castor canadensis"", ""Ovis canadensis"", ""Strix varia""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_02351,images/test/test_02351.png,What can Jennifer and Melissa trade to each get what they want?,"[""Jennifer can trade her tomatoes for Melissa's carrots."", ""Melissa can trade her broccoli for Jennifer's oranges."", ""Melissa can trade her almonds for Jennifer's tomatoes."", ""Jennifer can trade her tomatoes for Melissa's broccoli.""]",4,"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.
Jennifer and Melissa open their lunch boxes in the school cafeteria. Neither Jennifer nor Melissa 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.
Jennifer's lunch Melissa's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_02131,images/test/test_02131.png,What can Nancy and Dominic trade to each get what they want?,"[""Nancy can trade her tomatoes for Dominic's carrots."", ""Dominic can trade his broccoli for Nancy's oranges."", ""Dominic can trade his almonds for Nancy's tomatoes."", ""Nancy can trade her tomatoes for Dominic's broccoli.""]",4,"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.
Nancy and Dominic open their lunch boxes in the school cafeteria. Neither Nancy nor Dominic 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.
Nancy's lunch Dominic's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_02949,images/test/test_02949.png,What can Sandeep and Tracy trade to each get what they want?,"[""Tracy can trade her almonds for Sandeep's tomatoes."", ""Sandeep can trade his tomatoes for Tracy's broccoli."", ""Sandeep can trade his tomatoes for Tracy's carrots."", ""Tracy can trade her broccoli for Sandeep's oranges.""]",4,"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.
Sandeep and Tracy open their lunch boxes in the school cafeteria. Neither Sandeep nor Tracy 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.
Sandeep's lunch Tracy's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_02087,images/test/test_02087.png,What can Rosa and Alexandra trade to each get what they want?,"[""Rosa can trade her tomatoes for Alexandra's broccoli."", ""Rosa can trade her tomatoes for Alexandra's carrots."", ""Alexandra can trade her almonds for Rosa's tomatoes."", ""Alexandra can trade her broccoli for Rosa's oranges.""]",4,"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.
Rosa and Alexandra open their lunch boxes in the school cafeteria. Neither Rosa nor Alexandra 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.
Rosa's lunch Alexandra's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_00577,images/test/test_00577.png,What can Brandon and Derek trade to each get what they want?,"[""Brandon can trade his tomatoes for Derek's broccoli."", ""Brandon can trade his tomatoes for Derek's carrots."", ""Derek can trade his almonds for Brandon's tomatoes."", ""Derek can trade his broccoli for Brandon's oranges.""]",4,"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.
Brandon and Derek open their lunch boxes in the school cafeteria. Neither Brandon nor Derek 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.
Brandon's lunch Derek's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_01646,images/test/test_01646.png,What can Justine and Caleb trade to each get what they want?,"[""Caleb can trade his almonds for Justine's tomatoes."", ""Justine can trade her tomatoes for Caleb's broccoli."", ""Caleb can trade his broccoli for Justine's oranges."", ""Justine can trade her tomatoes for Caleb's carrots.""]",4,"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 Caleb open their lunch boxes in the school cafeteria. Neither Justine nor Caleb 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 Caleb's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_01151,images/test/test_01151.png,What can Kevin and Aaliyah trade to each get what they want?,"[""Aaliyah can trade her broccoli for Kevin's oranges."", ""Kevin can trade his tomatoes for Aaliyah's broccoli."", ""Kevin can trade his tomatoes for Aaliyah's carrots."", ""Aaliyah can trade her almonds for Kevin's tomatoes.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Kevin and Aaliyah open their lunch boxes in the school cafeteria. Neither Kevin nor Aaliyah got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Kevin's lunch Aaliyah's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_00966,images/test/test_00966.png,What can Maya and Hanson trade to each get what they want?,"[""Maya can trade her tomatoes for Hanson's carrots."", ""Hanson can trade his almonds for Maya's tomatoes."", ""Hanson can trade his broccoli for Maya's oranges."", ""Maya can trade her tomatoes for Hanson's broccoli.""]",4,"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.
Maya and Hanson open their lunch boxes in the school cafeteria. Neither Maya nor Hanson got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Maya's lunch Hanson's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_02910,images/test/test_02910.png,What can Rosa and Isabella trade to each get what they want?,"[""Isabella can trade her broccoli for Rosa's oranges."", ""Rosa can trade her tomatoes for Isabella's broccoli."", ""Rosa can trade her tomatoes for Isabella's carrots."", ""Isabella can trade her almonds for Rosa's tomatoes.""]",4,"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.
Rosa and Isabella open their lunch boxes in the school cafeteria. Neither Rosa nor Isabella 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.
Rosa's lunch Isabella's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_01638,images/test/test_01638.png,What can Edwin and Brenda trade to each get what they want?,"[""Brenda can trade her almonds for Edwin's tomatoes."", ""Edwin can trade his tomatoes for Brenda's carrots."", ""Edwin can trade his tomatoes for Brenda's broccoli."", ""Brenda can trade her broccoli for Edwin's oranges.""]",4,"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.
Edwin and Brenda open their lunch boxes in the school cafeteria. Neither Edwin nor Brenda 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.
Edwin's lunch Brenda's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_00857,images/test/test_00857.png,What can Jonah and Cassie trade to each get what they want?,"[""Cassie can trade her broccoli for Jonah's oranges."", ""Jonah can trade his tomatoes for Cassie's carrots."", ""Cassie can trade her almonds for Jonah's tomatoes."", ""Jonah can trade his tomatoes for Cassie's broccoli.""]",4,"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.
Jonah and Cassie open their lunch boxes in the school cafeteria. Neither Jonah nor Cassie 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.
Jonah's lunch Cassie's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_03211,images/test/test_03211.png,What can Krysta and Malik trade to each get what they want?,"[""Malik can trade his almonds for Krysta's tomatoes."", ""Krysta can trade her tomatoes for Malik's carrots."", ""Malik can trade his broccoli for Krysta's oranges."", ""Krysta can trade her tomatoes for Malik's broccoli.""]",4,"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.
Krysta and Malik open their lunch boxes in the school cafeteria. Neither Krysta nor Malik 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.
Krysta's lunch Malik's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_02526,images/test/test_02526.png,What can Lamar and Jackson trade to each get what they want?,"[""Jackson can trade his almonds for Lamar's tomatoes."", ""Jackson can trade his broccoli for Lamar's oranges."", ""Lamar can trade his tomatoes for Jackson's carrots."", ""Lamar can trade his tomatoes for Jackson's broccoli.""]",4,"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 Jackson open their lunch boxes in the school cafeteria. Neither Lamar nor Jackson got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Lamar's lunch Jackson's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_00772,images/test/test_00772.png,What can Kiara and Fernando trade to each get what they want?,"[""Kiara can trade her tomatoes for Fernando's carrots."", ""Fernando can trade his broccoli for Kiara's oranges."", ""Kiara can trade her tomatoes for Fernando's broccoli."", ""Fernando can trade his almonds for Kiara's tomatoes.""]",4,"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 Fernando open their lunch boxes in the school cafeteria. Neither Kiara nor Fernando 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 Fernando's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_01088,images/test/test_01088.png,What can Monica and Diana trade to each get what they want?,"[""Monica can trade her tomatoes for Diana's carrots."", ""Diana can trade her almonds for Monica's tomatoes."", ""Diana can trade her broccoli for Monica's oranges."", ""Monica can trade her tomatoes for Diana's broccoli.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Monica and Diana open their lunch boxes in the school cafeteria. Neither Monica nor Diana 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.
Monica's lunch Diana's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_00580,images/test/test_00580.png,What can Connor and Maura trade to each get what they want?,"[""Connor can trade his tomatoes for Maura's carrots."", ""Maura can trade her broccoli for Connor's oranges."", ""Connor can trade his tomatoes for Maura's broccoli."", ""Maura can trade her almonds for Connor's tomatoes.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Connor and Maura open their lunch boxes in the school cafeteria. Neither Connor nor Maura 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.
Connor's lunch Maura's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_01257,images/test/test_01257.png,What can Naomi and Emilia trade to each get what they want?,"[""Emilia can trade her almonds for Naomi's tomatoes."", ""Naomi can trade her tomatoes for Emilia's carrots."", ""Naomi can trade her tomatoes for Emilia's broccoli."", ""Emilia can trade her broccoli for Naomi's oranges.""]",4,"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.
Naomi and Emilia open their lunch boxes in the school cafeteria. Neither Naomi nor Emilia 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.
Naomi's lunch Emilia's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_03616,images/test/test_03616.png,What can Pedro and Oliver trade to each get what they want?,"[""Oliver can trade his almonds for Pedro's tomatoes."", ""Oliver can trade his broccoli for Pedro's oranges."", ""Pedro can trade his tomatoes for Oliver's carrots."", ""Pedro can trade his tomatoes for Oliver's broccoli.""]",4,"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.
Pedro and Oliver open their lunch boxes in the school cafeteria. Neither Pedro nor Oliver 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.
Pedro's lunch Oliver's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_02192,images/test/test_02192.png,What can Tristan and Lorenzo trade to each get what they want?,"[""Lorenzo can trade his broccoli for Tristan's oranges."", ""Tristan can trade his tomatoes for Lorenzo's broccoli."", ""Lorenzo can trade his almonds for Tristan's tomatoes."", ""Tristan can trade his tomatoes for Lorenzo's carrots.""]",4,"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.
Tristan and Lorenzo open their lunch boxes in the school cafeteria. Neither Tristan nor Lorenzo 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.
Tristan's lunch Lorenzo's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_03144,images/test/test_03144.png,What can Shivani and Austin trade to each get what they want?,"[""Austin can trade his almonds for Shivani's tomatoes."", ""Shivani can trade her tomatoes for Austin's broccoli."", ""Austin can trade his broccoli for Shivani's oranges."", ""Shivani can trade her tomatoes for Austin's carrots.""]",4,"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.
Shivani and Austin open their lunch boxes in the school cafeteria. Neither Shivani nor Austin 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.
Shivani's lunch Austin's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_00694,images/test/test_00694.png,What can Janice and Abdul trade to each get what they want?,"[""Abdul can trade his almonds for Janice's tomatoes."", ""Janice can trade her tomatoes for Abdul's carrots."", ""Janice can trade her tomatoes for Abdul's broccoli."", ""Abdul can trade his broccoli for Janice's oranges.""]",4,"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.
Janice and Abdul open their lunch boxes in the school cafeteria. Neither Janice 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.
Janice's lunch Abdul's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_01614,images/test/test_01614.png,What can Bryce and Victor trade to each get what they want?,"[""Victor can trade his broccoli for Bryce's oranges."", ""Bryce can trade his tomatoes for Victor's broccoli."", ""Victor can trade his almonds for Bryce's tomatoes."", ""Bryce can trade his tomatoes for Victor's carrots.""]",4,"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.
Bryce and Victor open their lunch boxes in the school cafeteria. Neither Bryce nor Victor 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.
Bryce's lunch Victor's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_01826,images/test/test_01826.png,What can Jasmine and Bryan trade to each get what they want?,"[""Jasmine can trade her tomatoes for Bryan's carrots."", ""Bryan can trade his broccoli for Jasmine's oranges."", ""Bryan can trade his almonds for Jasmine's tomatoes."", ""Jasmine can trade her tomatoes for Bryan's broccoli.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jasmine and Bryan open their lunch boxes in the school cafeteria. Neither Jasmine nor Bryan 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.
Jasmine's lunch Bryan's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_02663,images/test/test_02663.png,What can Elise and Nolan trade to each get what they want?,"[""Nolan can trade his broccoli for Elise's oranges."", ""Elise can trade her tomatoes for Nolan's broccoli."", ""Elise can trade her tomatoes for Nolan's carrots."", ""Nolan can trade his almonds for Elise's tomatoes.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Elise and Nolan open their lunch boxes in the school cafeteria. Neither Elise nor Nolan got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Elise's lunch Nolan's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_03019,images/test/test_03019.png,What can Nolan and Dalton trade to each get what they want?,"[""Nolan can trade his tomatoes for Dalton's broccoli."", ""Nolan can trade his tomatoes for Dalton's carrots."", ""Dalton can trade his broccoli for Nolan's oranges."", ""Dalton can trade his almonds for Nolan's tomatoes.""]",4,"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.
Nolan and Dalton open their lunch boxes in the school cafeteria. Neither Nolan nor Dalton 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.
Nolan's lunch Dalton's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_01283,images/test/test_01283.png,What can Tara and Jeremiah trade to each get what they want?,"[""Jeremiah can trade his almonds for Tara's tomatoes."", ""Jeremiah can trade his broccoli for Tara's oranges."", ""Tara can trade her tomatoes for Jeremiah's carrots."", ""Tara can trade her tomatoes for Jeremiah's broccoli.""]",4,"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.
Tara and Jeremiah open their lunch boxes in the school cafeteria. Neither Tara nor Jeremiah got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Tara's lunch Jeremiah's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_02213,images/test/test_02213.png,What can Rosa and Kylie trade to each get what they want?,"[""Kylie can trade her almonds for Rosa's tomatoes."", ""Rosa can trade her tomatoes for Kylie's broccoli."", ""Rosa can trade her tomatoes for Kylie's carrots."", ""Kylie can trade her broccoli for Rosa's oranges.""]",4,"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.
Rosa and Kylie open their lunch boxes in the school cafeteria. Neither Rosa 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.
Rosa's lunch Kylie's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_01737,images/test/test_01737.png,What can Gordon and Ariel trade to each get what they want?,"[""Ariel can trade her broccoli for Gordon's oranges."", ""Gordon can trade his tomatoes for Ariel's carrots."", ""Ariel can trade her almonds for Gordon's tomatoes."", ""Gordon can trade his tomatoes for Ariel's broccoli.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Gordon and Ariel open their lunch boxes in the school cafeteria. Neither Gordon nor Ariel 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.
Gordon's lunch Ariel's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_03053,images/test/test_03053.png,What can Clare and Adele trade to each get what they want?,"[""Clare can trade her tomatoes for Adele's broccoli."", ""Adele can trade her broccoli for Clare's oranges."", ""Adele can trade her almonds for Clare's tomatoes."", ""Clare can trade her tomatoes for Adele's carrots.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Clare and Adele open their lunch boxes in the school cafeteria. Neither Clare nor Adele 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.
Clare's lunch Adele's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_02183,images/test/test_02183.png,What can Ian and Joseph trade to each get what they want?,"[""Joseph can trade his almonds for Ian's tomatoes."", ""Ian can trade his tomatoes for Joseph's carrots."", ""Ian can trade his tomatoes for Joseph's broccoli."", ""Joseph can trade his broccoli for Ian's oranges.""]",4,"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.
Ian and Joseph open their lunch boxes in the school cafeteria. Neither Ian nor Joseph 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.
Ian's lunch Joseph's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_02565,images/test/test_02565.png,What can Samir and Derek trade to each get what they want?,"[""Samir can trade his tomatoes for Derek's carrots."", ""Derek can trade his broccoli for Samir's oranges."", ""Derek can trade his almonds for Samir's tomatoes."", ""Samir can trade his tomatoes for Derek's broccoli.""]",4,"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.
Samir and Derek open their lunch boxes in the school cafeteria. Neither Samir nor Derek 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.
Samir's lunch Derek's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_00371,images/test/test_00371.png,What can Reid and Daniel trade to each get what they want?,"[""Reid can trade his tomatoes for Daniel's carrots."", ""Daniel can trade his broccoli for Reid's oranges."", ""Reid can trade his tomatoes for Daniel's broccoli."", ""Daniel can trade his almonds for Reid's tomatoes.""]",4,"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.
Reid and Daniel open their lunch boxes in the school cafeteria. Neither Reid nor Daniel 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.
Reid's lunch Daniel's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_01871,images/test/test_01871.png,What can Duncan and Sam trade to each get what they want?,"[""Duncan can trade his tomatoes for Sam's broccoli."", ""Duncan can trade his tomatoes for Sam's carrots."", ""Sam can trade his almonds for Duncan's tomatoes."", ""Sam can trade his broccoli for Duncan's oranges.""]",4,"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.
Duncan and Sam open their lunch boxes in the school cafeteria. Neither Duncan nor Sam 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.
Duncan's lunch Sam's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_03437,images/test/test_03437.png,What can Ling and Maria trade to each get what they want?,"[""Maria can trade her almonds for Ling's tomatoes."", ""Ling can trade her tomatoes for Maria's broccoli."", ""Ling can trade her tomatoes for Maria's carrots."", ""Maria can trade her broccoli for Ling's oranges.""]",4,"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.
Ling and Maria open their lunch boxes in the school cafeteria. Neither Ling nor Maria 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.
Ling's lunch Maria's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_00250,images/test/test_00250.png,What can Turner and Mona trade to each get what they want?,"[""Turner can trade his tomatoes for Mona's broccoli."", ""Turner can trade his tomatoes for Mona's carrots."", ""Mona can trade her broccoli for Turner's oranges."", ""Mona can trade her almonds for Turner's tomatoes.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Turner and Mona open their lunch boxes in the school cafeteria. Neither Turner nor Mona got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Turner's lunch Mona's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_00680,images/test/test_00680.png,What can Vivian and Jamal trade to each get what they want?,"[""Vivian can trade her tomatoes for Jamal's broccoli."", ""Jamal can trade his broccoli for Vivian's oranges."", ""Vivian can trade her tomatoes for Jamal's carrots."", ""Jamal can trade his almonds for Vivian's tomatoes.""]",4,"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.
Vivian and Jamal open their lunch boxes in the school cafeteria. Neither Vivian nor Jamal 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.
Vivian's lunch Jamal's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_01536,images/test/test_01536.png,What can Leo and Caden trade to each get what they want?,"[""Caden can trade his broccoli for Leo's oranges."", ""Leo can trade his tomatoes for Caden's carrots."", ""Leo can trade his tomatoes for Caden's broccoli."", ""Caden can trade his almonds for Leo's tomatoes.""]",4,"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.
Leo and Caden open their lunch boxes in the school cafeteria. Neither Leo nor Caden 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.
Leo's lunch Caden's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_02718,images/test/test_02718.png,What can Kyle and Tony trade to each get what they want?,"[""Tony can trade his broccoli for Kyle's oranges."", ""Tony can trade his almonds for Kyle's tomatoes."", ""Kyle can trade his tomatoes for Tony's carrots."", ""Kyle can trade his tomatoes for Tony's broccoli.""]",4,"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.
Kyle and Tony open their lunch boxes in the school cafeteria. Neither Kyle nor Tony 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.
Kyle's lunch Tony's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_03759,images/test/test_03759.png,What can Bella and Darnell trade to each get what they want?,"[""Darnell can trade his broccoli for Bella's oranges."", ""Darnell can trade his almonds for Bella's tomatoes."", ""Bella can trade her tomatoes for Darnell's carrots."", ""Bella can trade her tomatoes for Darnell's broccoli.""]",4,"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.
Bella and Darnell open their lunch boxes in the school cafeteria. Neither Bella nor Darnell 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.
Bella's lunch Darnell's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_01399,images/test/test_01399.png,What can Terrell and Allie trade to each get what they want?,"[""Terrell can trade his tomatoes for Allie's carrots."", ""Allie can trade her broccoli for Terrell's oranges."", ""Allie can trade her almonds for Terrell's tomatoes."", ""Terrell can trade his tomatoes for Allie's broccoli.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Terrell and Allie open their lunch boxes in the school cafeteria. Neither Terrell nor Allie 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.
Terrell's lunch Allie's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_02590,images/test/test_02590.png,What can Jenny and Zoe trade to each get what they want?,"[""Zoe can trade her almonds for Jenny's tomatoes."", ""Jenny can trade her tomatoes for Zoe's carrots."", ""Zoe can trade her broccoli for Jenny's oranges."", ""Jenny can trade her tomatoes for Zoe's broccoli.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Jenny and Zoe open their lunch boxes in the school cafeteria. Neither Jenny nor Zoe got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Jenny's lunch Zoe's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_00354,images/test/test_00354.png,What can Clara and Harry trade to each get what they want?,"[""Harry can trade his almonds for Clara's tomatoes."", ""Clara can trade her tomatoes for Harry's carrots."", ""Harry can trade his broccoli for Clara's oranges."", ""Clara can trade her tomatoes for Harry's broccoli.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Clara and Harry open their lunch boxes in the school cafeteria. Neither Clara nor Harry got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Clara's lunch Harry's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_03583,images/test/test_03583.png,What can Mandy and Troy trade to each get what they want?,"[""Troy can trade his broccoli for Mandy's oranges."", ""Mandy can trade her tomatoes for Troy's carrots."", ""Troy can trade his almonds for Mandy's tomatoes."", ""Mandy can trade her tomatoes for Troy's broccoli.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Mandy and Troy open their lunch boxes in the school cafeteria. Neither Mandy nor Troy 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.
Mandy's lunch Troy's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_00828,images/test/test_00828.png,What can Austin and Colin trade to each get what they want?,"[""Colin can trade his broccoli for Austin's oranges."", ""Colin can trade his almonds for Austin's tomatoes."", ""Austin can trade his tomatoes for Colin's carrots."", ""Austin can trade his tomatoes for Colin's broccoli.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Austin and Colin open their lunch boxes in the school cafeteria. Neither Austin nor Colin got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Austin's lunch Colin's lunch",,closed choice,grade8,social science,economics,Basic economic principles,Trade and specialization
test_02149,images/test/test_02149.png,What can Clara and Hazel trade to each get what they want?,"[""Clara can trade her tomatoes for Hazel's broccoli."", ""Hazel can trade her almonds for Clara's tomatoes."", ""Clara can trade her tomatoes for Hazel's carrots."", ""Hazel can trade her broccoli for Clara's oranges.""]",4,"Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Clara and Hazel open their lunch boxes in the school cafeteria. Neither Clara nor Hazel got everything that they wanted. The table below shows which items they each wanted:

Look at the images of their lunches. Then answer the question below.
Clara's lunch Hazel's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_02154,images/test/test_02154.png,What can Erik and Lily trade to each get what they want?,"[""Erik can trade his tomatoes for Lily's broccoli."", ""Lily can trade her almonds for Erik's tomatoes."", ""Lily can trade her broccoli for Erik's oranges."", ""Erik can trade his tomatoes for Lily's carrots.""]",4,"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.
Erik and Lily open their lunch boxes in the school cafeteria. Neither Erik nor Lily 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.
Erik's lunch Lily's lunch",,closed choice,grade7,social science,economics,Basic economic principles,Trade and specialization
test_01696,images/test/test_01696.png,"Is the water in a fishbowl a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_01472,images/test/test_01472.png,"How much time passed between the founding of Jamestown, Virginia, and the start of the Revolutionary War?","[""100 to 150 years"", ""less than 50 years"", ""50 to 100 years"", ""more than 150 years""]",4,Look at the timeline. Then answer the question.,,closed choice,grade4,social science,us-history,The American Revolution,The American Revolution: the Thirteen Colonies under British rule
test_02180,images/test/test_02180.png,Select the organism in the same genus as the European green toad.,"[""Bufo bufo"", ""Lithobates blairi"", ""Hyla japonica""]",3,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.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_03227,images/test/test_03227.png,Select the organism in the same genus as the great gray owl.,"[""Cyanocitta stelleri"", ""Strix aluco"", ""Cyanocitta cristata""]",3,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.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_03238,images/test/test_03238.png,"In this food chain, the katydid is a primary consumer. Why?","[""It eats a primary consumer."", ""It makes its own food."", ""It eats a producer.""]",3,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!",closed choice,grade5,natural science,biology,Ecosystems,Identify roles in food chains
test_01261,images/test/test_01261.png,"Are the bubbles in soda a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,,"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.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
test_00621,images/test/test_00621.png,Select the organism in the same species as the Christmas tree worm.,"[""Nerodia clarkii"", ""Spirobranchus giganteus"", ""Nerodia cyclopion""]",3,This organism is a Christmas tree worm. Its scientific name is Spirobranchus giganteus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_01831,images/test/test_01831.png,Select the organism in the same species as the Chinese mitten crab.,"[""Melanoplus bivittatus"", ""Acanthaster planci"", ""Eriocheir sinensis""]",3,This organism is a Chinese mitten crab. Its scientific name is Eriocheir sinensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_00878,images/test/test_00878.png,"In this experiment, which were part of a control group?","[""the steel squares soaked in salt water"", ""the steel squares soaked in salt water and vinegar""]",2,"The passage below describes an experiment.

Jessica was using steel to make rusted sculptures. After building each sculpture, she caused it to rust by placing it in salt water for eight hours. Jessica wondered if steel would rust faster if she added vinegar to the salt water.
Jessica cut ten squares of steel sheet metal. She put five of the squares into a tub filled with salt water. She put the other five squares into a tub filled with salt water mixed with vinegar. Once an hour for eight hours, Jessica counted how many steel squares in each group had rust on them.
Figure: a sculpture made from rusted steel.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
test_01225,images/test/test_01225.png,"In this experiment, which were part of an experimental group?","[""the plants that were soaked in water and sprayed"", ""the plants that were only soaked in water""]",2,"The passage below describes an experiment.

Martina 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.
Martina 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, Martina 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.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
test_02201,images/test/test_02201.png,Select the organism in the same species as the slender-spined porcupinefish.,"[""Amphiprion frenatus"", ""Amphiprion perideraion"", ""Diodon nicthemerus""]",3,This organism is a slender-spined porcupinefish. Its scientific name is Diodon nicthemerus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_00717,images/test/test_00717.png,Select the organism in the same genus as the great gray owl.,"[""Neofelis nebulosa"", ""Cyanea capillata"", ""Strix varia""]",3,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.
",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_01247,images/test/test_01247.png,Select the organism in the same species as the black-tailed jackrabbit.,"[""Lepus californicus"", ""Erinaceus europaeus"", ""Sciurus vulgaris""]",3,This organism is a black-tailed jackrabbit. Its scientific name is Lepus californicus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_00833,images/test/test_00833.png,Select the organism in the same species as the great gray owl.,"[""Strix nebulosa"", ""Goura victoria"", ""Cyanocitta cristata""]",3,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.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_01458,images/test/test_01458.png,Look at the picture. Which word best describes the sound this lion makes?,"[""roaring"", ""splashing"", ""banging""]",3,,"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.
",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
test_01268,images/test/test_01268.png,Select the chemical formula for this molecule.,"[""He2O2"", ""HO3"", ""H2O2"", ""CH2O2""]",4,,"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.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
test_02483,images/test/test_02483.png,Select the organism in the same species as the Panamanian golden frog.,"[""Atelopus zeteki"", ""Hyla japonica"", ""Bufo guttatus""]",3,This organism is a Panamanian golden frog. Its scientific name is Atelopus zeteki.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_01217,images/test/test_01217.png,Select the organism in the same genus as the green tree frog.,"[""Ardea cinerea"", ""Strix aluco"", ""Hyla cinerea""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_03103,images/test/test_03103.png,Which better describes the Scarborough Marsh ecosystem?,"[""It has land that is covered with water during most of the year. It also has other water ecosystems nearby."", ""It has land that is covered with water during most of the year. It also has soil that is poor in nutrients.""]",2,"Figure: Scarborough Marsh.
Scarborough Marsh is a wetland ecosystem in southern Maine.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_02909,images/test/test_02909.png,Select the organism in the same genus as the great blue heron.,"[""Strix varia"", ""Pelecanus crispus"", ""Ardea purpurea""]",3,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.
",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02659,images/test/test_02659.png,Select the organism in the same species as the Canada lynx.,"[""Lynx rufus"", ""Macropus agilis"", ""Lynx canadensis""]",3,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.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_00782,images/test/test_00782.png,"In this experiment, which were part of a control group?","[""the sections of wall scrubbed with water and baking soda"", ""the sections of wall scrubbed with water only""]",2,"The passage below describes an experiment.

Luther's young son drew all over the living room wall with crayons! Luther wanted to find a way to remove the crayon markings. Based on what he read online, he decided to see if scrubbing a wall with baking soda could help remove crayon.
Luther dipped a sponge in water and used it to scrub the crayon on a small section of the wall. He dipped a second sponge in water, sprinkled it with baking soda, and used it to scrub the crayon on another section of the wall. He observed how much crayon was removed from each section. Luther repeated this test two more times on other sections of the wall.
Figure: scrubbing a crayon drawing off a wall.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
test_02920,images/test/test_02920.png,Select the organism in the same genus as the Japanese honeysuckle.,"[""Hyacinthus orientalis"", ""Lonicera maackii"", ""Ulex europaeus""]",3,This organism is a Japanese honeysuckle. Its scientific name is Lonicera japonica.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_02604,images/test/test_02604.png,Look at the picture. Which word best describes the sound this thunderstorm makes?,"[""purring"", ""booming"", ""squeaking""]",3,,"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.
",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
test_03884,images/test/test_03884.png,Look at the picture. Which word best describes the sound these birds make?,"[""chirping"", ""quacking"", ""popping""]",3,,"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.
",closed choice,grade2,language science,writing-strategies,Descriptive details,Choose the sensory details that match the picture
test_00689,images/test/test_00689.png,Select the organism in the same genus as the gray tree frog.,"[""Hyla cinerea"", ""Atelopus zeteki"", ""Hemidactylus turcicus""]",3,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.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_01121,images/test/test_01121.png,Select the organism in the same species as the black howler.,"[""Ovis orientalis"", ""Alouatta caraya"", ""Ovis canadensis""]",3,This organism is a black howler. Its scientific name is Alouatta caraya.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_00625,images/test/test_00625.png,Select the organism in the same species as the Indian rock python.,"[""Python molurus"", ""Lacerta agilis"", ""Nerodia cyclopion""]",3,This organism is an Indian rock python. Its scientific name is Python molurus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_02399,images/test/test_02399.png,Select the organism in the same genus as the pickerel frog.,"[""Lithobates catesbeianus"", ""Agalychnis callidryas"", ""Bufo guttatus""]",3,This organism is a pickerel frog. Its scientific name is Lithobates palustris.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_00968,images/test/test_00968.png,Select the organism in the same species as the Christmas tree worm.,"[""Sphodromantis viridis"", ""Spirobranchus giganteus"", ""Macropus giganteus""]",3,This organism is a Christmas tree worm. Its scientific name is Spirobranchus giganteus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_03648,images/test/test_03648.png,Select the organism in the same species as the peregrine falcon.,"[""Falco peregrinus"", ""Strix uralensis"", ""Ardea cinerea""]",3,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.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_04043,images/test/test_04043.png,Which statement describes the Kaeng Krachan National Park ecosystem?,"[""It has many different types of organisms."", ""It has mostly small plants."", ""It has soil that is rich in nutrients.""]",3,"Figure: Kaeng Krachan National Park.
Kaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand. It is Thailand's largest national park and has many animals, including elephants.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
test_01504,images/test/test_01504.png,Select the organism in the same genus as the Chinese alligator.,"[""Miscanthus sinensis"", ""Alligator sinensis"", ""Strix varia""]",3,This organism is a Chinese alligator. Its scientific name is Alligator sinensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02835,images/test/test_02835.png,Select the organism in the same species as the marbled salamander.,"[""Lissotriton helveticus"", ""Taricha torosa"", ""Ambystoma opacum""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_03432,images/test/test_03432.png,Select the organism in the same genus as the Steller's jay.,"[""Larus livens"", ""Larus michahellis"", ""Cyanocitta cristata""]",3,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.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_02956,images/test/test_02956.png,Select the organism in the same species as the cocoi heron.,"[""Taricha torosa"", ""Ardea goliath"", ""Ardea cocoi""]",3,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.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_03506,images/test/test_03506.png,Select the organism in the same genus as the Burmese python.,"[""Melanoplus bivittatus"", ""Lithobates palustris"", ""Python bivittatus""]",3,This organism is a Burmese python. Its scientific name is Python bivittatus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02557,images/test/test_02557.png,"Is a bowling ball a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_01553,images/test/test_01553.png,Select the organism in the same species as the comet moth.,"[""Sphodromantis viridis"", ""Argema mittrei"", ""Acanthaster planci""]",3,This organism is a comet moth. Its scientific name is Argema mittrei.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_03324,images/test/test_03324.png,Select the organism in the same species as the reticulated python.,"[""Python reticulatus"", ""Nerodia cyclopion"", ""Morelia viridis""]",3,This organism is a reticulated python. Its scientific name is Python reticulatus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02065,images/test/test_02065.png,Select the organism in the same species as the red-billed gull.,"[""Haliaeetus leucocephalus"", ""Chroicocephalus ridibundus"", ""Chroicocephalus scopulinus""]",3,This organism is a red-billed gull. Its scientific name is Chroicocephalus scopulinus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02759,images/test/test_02759.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""pathos (emotion)""]",3,,"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",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_03781,images/test/test_03781.png,Which better describes the Cape Breton Highlands National Park ecosystem?,"[""It has short, cool summers. It also has soil that is rich in nutrients."", ""It has many evergreen trees. It also has soil that is poor in nutrients.""]",2,"Figure: Cape Breton Highlands National Park.
Cape Breton Highlands National Park is a taiga ecosystem in eastern Canada.","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",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_01539,images/test/test_01539.png,Select the organism in the same genus as the European hedgehog.,"[""Erinaceus europaeus"", ""Equus zebra"", ""Caprimulgus europaeus""]",3,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.
",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_01414,images/test/test_01414.png,Select the organism in the same species as the American alligator.,"[""Alligator sinensis"", ""Alligator mississippiensis"", ""Aequorea victoria""]",3,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.
",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_03387,images/test/test_03387.png,Select the organism in the same genus as the great egret.,"[""Ardea alba"", ""Diodon nicthemerus"", ""Tyto alba""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_01644,images/test/test_01644.png,Select the organism in the same genus as the European nightjar.,"[""Caprimulgus europaeus"", ""Haliaeetus leucocephalus"", ""Ulex europaeus""]",3,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.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_01350,images/test/test_01350.png,Select the organism in the same genus as the American alligator.,"[""Lithobates catesbeianus"", ""Ictinia mississippiensis"", ""Alligator sinensis""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_01493,images/test/test_01493.png,Select the organism in the same species as the brown pelican.,"[""Ardea cocoi"", ""Ictinia mississippiensis"", ""Pelecanus occidentalis""]",3,This organism is a brown pelican. Its scientific name is Pelecanus occidentalis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_03291,images/test/test_03291.png,Select the organism in the same genus as the great egret.,"[""Tyto alba"", ""Caprimulgus europaeus"", ""Ardea alba""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_03639,images/test/test_03639.png,Select the chemical formula for this molecule.,"[""H3S2"", ""He2S2"", ""H2S"", ""H2SN""]",4,,"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.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
test_03520,images/test/test_03520.png,Which rhetorical appeal is primarily used in this ad?,"[""ethos (character)"", ""pathos (emotion)"", ""logos (reason)""]",3,,"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",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_00635,images/test/test_00635.png,Which trait did this aurochs have? Select the trait you can observe on the fossil.,"[""four legs"", ""a striped body""]",2,"This picture shows a fossil of an animal called an aurochs.
The aurochs was hunted by humans and went extinct around 1627. The oldest aurochs fossils are about 2,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
test_00786,images/test/test_00786.png,Which better describes the Okefenokee Swamp ecosystem?,"[""It has land that is covered with water during most of the year. It also has soil that is rich in nutrients."", ""It has soil that is poor in nutrients. It also has only a few types of organisms.""]",2,"Figure: Okefenokee Swamp.
The Okefenokee Swamp is a wetland ecosystem in Georgia and 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",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_00560,images/test/test_00560.png,Select the organism in the same species as the reticulated python.,"[""Python bivittatus"", ""Python reticulatus"", ""Sciurus vulgaris""]",3,This organism is a reticulated python. Its scientific name is Python reticulatus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02539,images/test/test_02539.png,Select the organism in the same genus as the gray heron.,"[""Lissotriton helveticus"", ""Ardea cinerea"", ""Hyla cinerea""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_01391,images/test/test_01391.png,Which is the main persuasive appeal used in this ad?,"[""logos (reason)"", ""pathos (emotion)"", ""ethos (character)""]",3,,"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",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_01880,images/test/test_01880.png,Select the organism in the same genus as the common kestrel.,"[""Falco sparverius"", ""Tigrisoma mexicanum"", ""Ardea herodias""]",3,This organism is a common kestrel. Its scientific name is Falco tinnunculus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_01772,images/test/test_01772.png,Which trait did Diplomystus have? Select the trait you can observe on the fossil.,"[""reddish-orange scales on its body"", ""a V-shaped tail fin""]",2,This picture shows a fossil of an ancient fish called Diplomystus. Diplomystus lived in ancient lakes and ate smaller fish.,"The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",closed choice,grade4,natural science,earth-science,Fossils,Compare fossils to modern organisms
test_01909,images/test/test_01909.png,Select the organism in the same genus as the red kangaroo.,"[""Cervus canadensis"", ""Camelus bactrianus"", ""Macropus giganteus""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_02681,images/test/test_02681.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,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_00514,images/test/test_00514.png,"Is the following statement about our solar system true or false?
The volume of Mars is more than ten times as large as Mercury's.","[""true"", ""false""]",2,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_01955,images/test/test_01955.png,"Is the following statement about our solar system true or false?
The volume of Uranus is less than ten times the volume of Neptune.","[""false"", ""true""]",2,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_02090,images/test/test_02090.png,"Is the following statement about our solar system true or false?
The volume of Saturn is more than ten times the volume of Uranus.","[""false"", ""true""]",2,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_00078,images/test/test_00078.png,Select the organism in the same genus as the Goliath heron.,"[""Falco sparverius"", ""Ardea herodias"", ""Tigrisoma mexicanum""]",3,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.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_01791,images/test/test_01791.png,Which statement describes the Yasuni National Park ecosystem?,"[""It has mostly small plants."", ""It has soil that is poor in nutrients."", ""It has soil that is rich in nutrients.""]",3,"Figure: Yasuni National Park.
The Amazon rain forest in South America is the largest rain forest ecosystem in the world. Ecuador's Yasuni National Park, which is in the Amazon rain forest, has many different species of plants, birds, and mammals.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_00069,images/test/test_00069.png,Select the organism in the same species as the pink-backed pelican.,"[""Balearica pavonina"", ""Tyto alba"", ""Pelecanus rufescens""]",3,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.
",closed choice,grade7,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_00400,images/test/test_00400.png,Select the organism in the same species as the Eurasian beaver.,"[""Castor fiber"", ""Ovis canadensis"", ""Lontra canadensis""]",3,This organism is a Eurasian beaver. Its scientific name is Castor fiber.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_02161,images/test/test_02161.png,Which better describes the Cape Breton Highlands National Park ecosystem?,"[""It has short, cool summers. It also has soil that is rich in nutrients."", ""It has many evergreen trees. It also has soil that is poor in nutrients.""]",2,"Figure: Cape Breton Highlands National Park.
Cape Breton Highlands National Park is a taiga ecosystem in eastern Canada.","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",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_02638,images/test/test_02638.png,"Complete the sentence.
The Cascade Range formed at a () boundary.","[""divergent"", ""transform"", ""convergent""]",3,"Read the passage and look at the picture.
The Cascade Range is a volcanic arc in the Pacific Northwest that begins in California and runs north into British Columbia. As the North American Plate and the Juan de Fuca Plate move toward each other, oceanic crust of the Juan de Fuca Plate subducts, or sinks, below continental crust of the North American Plate.
There are eighteen volcanoes in the Cascade Range, and some of them are still active. Mount St. Helens is an active volcano near Seattle, Washington. It last erupted in May of 1980.","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.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
test_04221,images/test/test_04221.png,"Is the helium in balloons a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,,"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.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
test_04128,images/test/test_04128.png,Which better describes the Pantanal ecosystem?,"[""It has soil that is poor in nutrients. It also has only a few types of organisms."", ""It has land that is covered with water during most of the year. It also has soil that is rich in nutrients.""]",2,"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",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_01210,images/test/test_01210.png,Select the organism in the same genus as the agile wallaby.,"[""Macropus agilis"", ""Hyla cinerea"", ""Lacerta agilis""]",3,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.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_00402,images/test/test_00402.png,Select the organism in the same species as the snowy owl.,"[""Bubo scandiacus"", ""Ardea herodias"", ""Pelecanus erythrorhynchos""]",3,This organism is a snowy owl. Its scientific name is Bubo scandiacus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_00508,images/test/test_00508.png,"In this experiment, which were part of a control group?","[""the containers that did not get worms"", ""the containers that got worms""]",2,"The passage below describes an experiment.

Susan wanted to set up a compost bin, where food could decompose, or break down, into soil fertilizer. She knew that worms can break down food. She wondered if adding worms to her compost bin would cause food to decompose faster.
Susan set up four small compost containers. She added the same amounts of fruit peels, vegetable scraps, and eggshells to each container. Then, she added worms to two of the containers but not to the other two. After one month, Susan weighed the amount of undecomposed food left in each container.
Figure: food decomposing in a compost bin.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
test_01471,images/test/test_01471.png,Which statement describes the Steigerwald Forest ecosystem?,"[""It has soil that is rich in nutrients."", ""It has a small amount of rain or snow."", ""It has soil that is poor in nutrients.""]",3,"Figure: Steigerwald Forest.
The Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany. This forest has many oak and beech trees.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_01435,images/test/test_01435.png,Select the chemical formula for this molecule.,"[""BF3"", ""BFe3"", ""HB3F"", ""B2F3""]",4,,"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.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
test_00116,images/test/test_00116.png,Which rock is more likely to form from sediment deposited in a desert?,"[""Sandstone forms from layers of sand."", ""Shale forms from layers of mud.""]",2,This picture shows a desert in Asia. A desert is an environment that does not get much rain or snow.,"Material that is carried by wind, water, or ice is called sediment. Sand and mud are examples of sediment. Sediment may be deposited, or laid down, in places such as deserts and the ocean floor.
Over time, sediment can be pressed together to form sedimentary rock. You can observe a sedimentary rock to learn about the environment in which the sediment was deposited.
Each type of sediment forms a different sedimentary rock. Here are some examples of sedimentary rocks:
Sandstone forms from sand. Sand is usually deposited by wind in deserts and by water on beaches.
Shale and mudstone form from mud. Mud is often deposited at the bottom of oceans and deep lakes.
Limestone forms from sediment made mostly of the shells of marine organisms. This type of sediment is often deposited in the ocean near coral reefs.
Conglomerate forms from sediment of many different sizes, such as mud, sand, pebbles, and boulders. This type of sediment is usually carried by glaciers and fast-flowing rivers. The sediment can be deposited when a glacier melts or a river starts moving more slowly.",closed choice,grade4,natural science,earth-science,Rocks and minerals,How do sedimentary rocks form?
test_03938,images/test/test_03938.png,Which statement describes the Buffalo Gap National Grassland ecosystem?,"[""It has heavy rain."", ""It has a medium amount of rain."", ""It has cold winters and cool summers.""]",3,"Figure: Buffalo Gap National Grassland.
Buffalo Gap National Grassland is a prairie grassland ecosystem in southwestern South Dakota. It is home to the endangered black-footed ferret. This is the only kind of ferret that is native to North America.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_00064,images/test/test_00064.png,Which statement describes the Yasuni National Park ecosystem?,"[""It has mostly small plants."", ""It has many different types of organisms."", ""It has soil that is rich in nutrients.""]",3,"Figure: Yasuni National Park.
The Amazon rain forest in South America is the largest rain forest ecosystem in the world. Ecuador's Yasuni National Park, which is in the Amazon rain forest, has many different species of plants, birds, and mammals.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_01608,images/test/test_01608.png,Select the organism in the same genus as the spot-billed pelican.,"[""Ardea herodias"", ""Pelecanus philippensis"", ""Bubo scandiacus""]",3,This organism is a spot-billed pelican. Its scientific name is Pelecanus philippensis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_01176,images/test/test_01176.png,Select the organism in the same genus as the tawny owl.,"[""Cyanocitta cristata"", ""Strix aluco"", ""Goura cristata""]",3,This organism is a tawny owl. Its scientific name is Strix aluco.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02803,images/test/test_02803.png,Select the chemical formula for this molecule.,"[""PCl5N"", ""PCl5"", ""P2Cl6"", ""Cl6""]",4,,"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.",closed choice,grade5,natural science,chemistry,Atoms and molecules,Match chemical formulas to ball-and-stick models
test_02875,images/test/test_02875.png,Which better describes the Everglades National Park ecosystem?,"[""It has land that is covered in 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,"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",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_00837,images/test/test_00837.png,Select the organism in the same species as the peregrine falcon.,"[""Phoebastria nigripes"", ""Ardea alba"", ""Falco peregrinus""]",3,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.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_04150,images/test/test_04150.png,Select the organism in the same genus as the palmate newt.,"[""Taricha torosa"", ""Ambystoma opacum"", ""Lissotriton vulgaris""]",3,This organism is a palmate newt. Its scientific name is Lissotriton helveticus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_00627,images/test/test_00627.png,Which statement describes the Eastern Siberian Taiga ecosystem?,"[""It has mostly small plants."", ""It has soil that is rich in nutrients."", ""It has long, cold winters and short, cool summers.""]",3,"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",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
test_03325,images/test/test_03325.png,"Is the air inside a soccer ball a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_00513,images/test/test_00513.png,"Is a rubber balloon a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,,"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.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
test_01952,images/test/test_01952.png,Which better describes the Jardines de la Reina National Park ecosystem?,"[""It has bright sunlight. It also has shallow water."", ""It has water with not much salt. It also has only a few types of organisms.""]",2,"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",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_02141,images/test/test_02141.png,"Is the wind through a tree a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,,"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.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
test_02716,images/test/test_02716.png,Select the organism in the same genus as the agile wallaby.,"[""Ictinia mississippiensis"", ""Macropus agilis"", ""Lacerta agilis""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_01654,images/test/test_01654.png,Select the organism in the same species as the snowy owl.,"[""Bubo scandiacus"", ""Falco tinnunculus"", ""Ardea alba""]",3,This organism is a snowy owl. Its scientific name is Bubo scandiacus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_03701,images/test/test_03701.png,"In this experiment, which were part of a control group?","[""the yards with empty feeders"", ""the yards with feeders filled with sunflower seeds""]",2,"The passage below describes an experiment.

Jason and his neighbors wanted to attract more woodpeckers to their yards. They read that woodpeckers often eat sunflower seeds. The neighbors wanted to find out if filling their bird feeders with sunflower seeds would increase the number of woodpeckers that visited their yards.
So, four of the neighbors filled their feeders with sunflower seeds. Another four neighbors left their feeders empty. Every morning for a month, the neighbors counted the number of woodpeckers they saw in their yards.
Figure: a woodpecker at a bird feeder.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
test_01926,images/test/test_01926.png,Select the organism in the same genus as the European nightjar.,"[""Caprimulgus macrurus"", ""Ulex europaeus"", ""Acanthaster planci""]",3,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.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02873,images/test/test_02873.png,Select the organism in the same genus as the bobcat.,"[""Lynx canadensis"", ""Python molurus"", ""Macropus rufus""]",3,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.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02160,images/test/test_02160.png,Which statement is true about the average monthly temperature in New York City?,"[""January and February are the coldest months of the year."", ""The temperature does not change much from month to month."", ""July, August, and September are colder than the other months of the year.""]",3,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.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_01565,images/test/test_01565.png,Which better describes the De Biesbosch National Park ecosystem?,"[""It has soil that is rich in nutrients. It also has other water ecosystems nearby."", ""It has soil that is poor in nutrients. It also has other water ecosystems nearby.""]",2,"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",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_03860,images/test/test_03860.png,Which better describes the Mount Rainier National Park ecosystem?,"[""It has long, cold winters. It also has soil that is poor in nutrients."", ""It has short, cool summers. It also has soil that is rich in nutrients.""]",2,"Figure: Mount Rainier National Park.
Mount Rainier National Park is a taiga ecosystem in Washington State.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_03661,images/test/test_03661.png,Select the organism in the same genus as the mouflon.,"[""Hystrix cristata"", ""Alouatta palliata"", ""Ovis aries""]",3,This organism is a mouflon. Its scientific name is Ovis orientalis.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_02026,images/test/test_02026.png,"Is the air inside a basketball a solid, a liquid, or a gas?","[""a liquid"", ""a solid"", ""a gas""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_00778,images/test/test_00778.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""northern pintail"", ""black-headed heron""]",2,"Saddle-billed storks live near wetlands and lakes. They eat mostly fish.
The 's neck helps it grab fish while keeping the rest of its body still. If the stork had to move its body, it might scare the fish away.
Figure: saddle-billed stork.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_00715,images/test/test_00715.png,Select the organism in the same species as the blue jay.,"[""Cyanocitta cristata"", ""Larus michahellis"", ""Goura victoria""]",3,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.
",closed choice,grade4,natural science,biology,Scientific names,Use scientific names to classify organisms
test_01388,images/test/test_01388.png,"Is the following statement about our solar system true or false?
Earth's volume is more than ten times as great as Mars's volume.","[""false"", ""true""]",2,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_02263,images/test/test_02263.png,Select the organism in the same species as the purple heron.,"[""Caprimulgus europaeus"", ""Ardea purpurea"", ""Ardea herodias""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_01811,images/test/test_01811.png,Which better describes the Gunung Leuser National Park ecosystem?,"[""It has year-round warm temperatures. It also has soil that is poor in nutrients."", ""It has cold winters. It also has soil that is rich in nutrients.""]",2,"Figure: Gunung Leuser National Park.
Gunung Leuser National Park is a tropical rain forest ecosystem in Sumatra, an island in western Indonesia.","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",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_01666,images/test/test_01666.png,Which is the main persuasive appeal used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,,"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",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_03733,images/test/test_03733.png,Which better describes the New England Seamount Chain ecosystem?,"[""It has water at the bottom of the ocean. It also has no sunlight."", ""It has shallow water. It also has organisms that crawl or stick to the ground.""]",2,"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",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_02317,images/test/test_02317.png,Which part of the pineapple tree do we usually eat?,"[""the leaves"", ""the root"", ""the fruit""]",3,People use pineapple trees for food. We usually eat the part of this plant that contains the seeds. It grows from a pollinated flower.,"The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.
The roots take in water and nutrients from the soil. They also hold the plant in place in the soil.
The stem supports the plant. It carries food, water, and nutrients through the plant.
The leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.
After they are pollinated, the flowers make seeds and fruit.
The fruit contain the seeds. Each fruit grows from a pollinated flower.
The seeds can grow into a new plant. Germination is when a seed begins to grow.",closed choice,grade4,natural science,biology,Plants,Classify fruits and vegetables as plant parts
test_03600,images/test/test_03600.png,Which better describes the Great Victoria Desert ecosystem?,"[""It has a small amount of rain. It also has soil that is frozen year-round."", ""It has a small amount of rain. It also has dry, thin soil.""]",2,"Figure: Great Victoria Desert.
The Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_02309,images/test/test_02309.png,Which animal is also adapted to use its neck to appear large and scary to a predator?,"[""Madagascar day gecko"", ""Mozambique spitting cobra""]",2,"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.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_01678,images/test/test_01678.png,Which rhetorical appeal is primarily used in this ad?,"[""pathos (emotion)"", ""logos (reason)"", ""ethos (character)""]",3,,"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",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_00921,images/test/test_00921.png,Select the organism in the same genus as the axolotl.,"[""Python reticulatus"", ""Tigrisoma mexicanum"", ""Ambystoma opacum""]",3,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.
",closed choice,grade5,natural science,biology,Scientific names,Use scientific names to classify organisms
test_00906,images/test/test_00906.png,Which better describes the Serengeti National Park ecosystem?,"[""It has a rainy season and a dry season. It also has long, cold winters."", ""It has warm summers and warm winters. It also has soil that is poor in nutrients.""]",2,"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",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_02570,images/test/test_02570.png,Which trait did Curculioides adompha have? Select the trait you can observe on the fossil.,"[""red eyes"", ""eight legs""]",2,"This picture shows a fossil of an animal called Curculioides adompha. This fossil is more than 300,000,000 years old.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",closed choice,grade4,natural science,earth-science,Fossils,Compare fossils to modern organisms
test_00088,images/test/test_00088.png,Which rhetorical appeal is primarily used in this ad?,"[""logos (reason)"", ""pathos (emotion)"", ""ethos (character)""]",3,,"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",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_00590,images/test/test_00590.png,Select the organism in the same genus as the common kestrel.,"[""Falco novaeseelandiae"", ""Ardea goliath"", ""Haliaeetus pelagicus""]",3,This organism is a common kestrel. Its scientific name is Falco tinnunculus.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02519,images/test/test_02519.png,Select the organism in the same genus as the sand cat.,"[""Felis margarita"", ""Lynx canadensis"", ""Lynx rufus""]",3,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.
",closed choice,grade8,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_02105,images/test/test_02105.png,Which statement describes the Sonoran Desert ecosystem?,"[""It has many different types of organisms."", ""It has thick, moist soil."", ""It has only a few types of organisms.""]",3,"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",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
test_02553,images/test/test_02553.png,Which statement describes the Sonoran Desert ecosystem?,"[""It has only a few types of organisms."", ""It has warm, wet summers."", ""It has a small amount of rain.""]",3,"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",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
test_01294,images/test/test_01294.png,"Is the air moving through a trombone a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,,"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.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
test_03588,images/test/test_03588.png,"In this experiment, which were part of a control group?","[""the uncovered side mirrors"", ""the covered side mirrors""]",2,"The passage below describes an experiment.

On winter mornings, Lucia had to scrape the ice off of the windshield and side mirrors of her car. Her friend told her that she should cover her side mirrors with plastic bags overnight to stop ice from forming.
One winter night, Lucia secured a plastic bag over one of the side mirrors on her car. She left the other side mirror uncovered. In the morning, she checked the percentage of each mirror that was covered by ice. Lucia repeated this test every night for one week, alternating which mirror she covered each night.
Figure: a side mirror covered in ice.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
test_02715,images/test/test_02715.png,"According to the map, which of the following statements is true about North America in the early colonial era?","[""England claimed most of the Atlantic coast of North America."", ""The Dutch controlled the most territory in eastern North America.""]",2,"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
test_02811,images/test/test_02811.png,"Is the air inside a bubble a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_00588,images/test/test_00588.png,Which better describes the Catoctin Mountain Park ecosystem?,"[""It has cold, wet winters. It also has soil that is rich in nutrients."", ""It has cold, wet winters. It also has soil that is poor in nutrients.""]",2,"Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_03735,images/test/test_03735.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,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_02056,images/test/test_02056.png,"Is the following statement about our solar system true or false?
Neptune's volume is more than 100 times as large as Earth's.","[""false"", ""true""]",2,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_03041,images/test/test_03041.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01348,images/test/test_01348.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_00253,images/test/test_00253.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01799,images/test/test_01799.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01595,images/test/test_01595.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01264,images/test/test_01264.png,Which animal is also adapted to use its neck to appear large and scary to a predator?,"[""lace monitor"", ""spectacled cobra""]",2,"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.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_03132,images/test/test_03132.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_00236,images/test/test_00236.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01431,images/test/test_01431.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01820,images/test/test_01820.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_03044,images/test/test_03044.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01859,images/test/test_01859.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_02575,images/test/test_02575.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_02321,images/test/test_02321.png,Which statement describes the Peary Land ecosystem?,"[""It has warm summers and cool winters."", ""It has many evergreen trees."", ""It has mostly small plants.""]",3,"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",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_04109,images/test/test_04109.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_03910,images/test/test_03910.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""frigatebird"", ""great blue heron""]",2,"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.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_02438,images/test/test_02438.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_03853,images/test/test_03853.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_00155,images/test/test_00155.png,"Based on the arrows, which of the following living things is a decomposer?","[""kelp"", ""bat star""]",2,"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.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
test_01596,images/test/test_01596.png,"Based on the arrows, which of the following living things is an omnivore?","[""kelp bass"", ""zooplankton""]",2,"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.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
test_01960,images/test/test_01960.png,"Based on the arrows, which of the following living things is an omnivore?","[""phytoplankton"", ""plainfin midshipman""]",2,"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.",closed choice,grade3,natural science,biology,Ecosystems,Interpret food webs
test_04055,images/test/test_04055.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_02768,images/test/test_02768.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_03550,images/test/test_03550.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01487,images/test/test_01487.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_02037,images/test/test_02037.png,Which better describes the Mount Rainier National Park ecosystem?,"[""It has long, cold winters. It also has many evergreen trees."", ""It has short, cool summers. It also has soil that is rich in nutrients.""]",2,"Figure: Mount Rainier National Park.
Mount Rainier National Park is a taiga ecosystem in Washington State.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_01727,images/test/test_01727.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01244,images/test/test_01244.png,What evidence of a flood does this picture show?,"[""The benches on the riverbank are partly underwater."", ""There are two benches beside the river.""]",2,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
test_02255,images/test/test_02255.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01810,images/test/test_01810.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_00180,images/test/test_00180.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01171,images/test/test_01171.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01393,images/test/test_01393.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_03145,images/test/test_03145.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01663,images/test/test_01663.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_03981,images/test/test_03981.png,Which trait did Meiolania have? Select the trait you can observe on the fossil.,"[""long, thin antennae"", ""toes""]",2,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
test_03356,images/test/test_03356.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_02980,images/test/test_02980.png,"Complete the sentence.
The Western Alps formed at a () boundary.","[""transform"", ""convergent"", ""divergent""]",3,"Read the passage and look at the picture.
Millions of years ago, the Eurasian Plate and the African Plate began to move toward each other, eventually colliding. This plate motion formed many mountain ranges, including the Western Alps. The Western Alps run through European countries, including France, Italy, and Switzerland.","The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
One type of convergent boundary is a continent-continent collision. This type of boundary forms when two plates with continental crust move toward each other. The collision compresses and folds the continental crust, forcing it upward to form a mountain range.",closed choice,grade8,natural science,earth-science,Plate tectonics,Describe tectonic plate boundaries around the world
test_03049,images/test/test_03049.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_04178,images/test/test_04178.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01026,images/test/test_01026.png,"In this food web, which organism contains matter that eventually moves to the earthworm?","[""mushroom"", ""short-tailed weasel""]",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.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
test_00898,images/test/test_00898.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_00847,images/test/test_00847.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01953,images/test/test_01953.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_00210,images/test/test_00210.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_00787,images/test/test_00787.png,Select the mammal below.,"[""brown tree frog"", ""red crowned crane"", ""great white shark"", ""red kangaroo""]",4,"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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_01143,images/test/test_01143.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_00702,images/test/test_00702.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01286,images/test/test_01286.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,"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.",closed choice,grade7,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_01272,images/test/test_01272.png,The tops of the mountains are at () the valley below.,"[""the same elevation as"", ""a lower elevation than"", ""a higher elevation than""]",3,"Read the text. Then answer the question.
Many different features cover Earth's surface. In some places, hills and mountains rise high above the surrounding land. In other places, valleys and canyons drop far below.
Elevation is the height of a location compared to sea level. Elevation is usually measured in feet or meters.
Use the image to complete the sentence.",,closed choice,grade5,natural science,earth-science,Topographic maps,Read a topographic map
test_02222,images/test/test_02222.png,"In this experiment, which were part of an experimental group?","[""the unpruned tomato plants"", ""the pruned tomato plants""]",2,"The passage below describes an experiment.

Lester worked in a restaurant that had a vegetable garden. Part of his job was to care for the tomato plants. He had heard that pruning, or trimming, tomato plants can help tomatoes grow. He wondered if pruning would affect how well his tomato plants grew.
Lester chose 24 tomato plants that were similar in size. He pruned an equal number of branches from each of the first 12 plants. He left the other 12 plants unpruned. Then, each week, Lester weighed the tomatoes that he picked from each group of plants.
Figure: a tomato plant.","Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.",closed choice,grade7,natural science,science-and-engineering-practices,Designing experiments,Identify control and experimental groups
test_03330,images/test/test_03330.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_03710,images/test/test_03710.png,"Is a ballet shoe a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_00592,images/test/test_00592.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_02272,images/test/test_02272.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,"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.",closed choice,grade8,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_00965,images/test/test_00965.png,Which animal is also adapted to use its neck to appear large and scary to a predator?,"[""bearded dragon"", ""green anole""]",2,"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.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_03288,images/test/test_03288.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,"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.",closed choice,grade6,natural science,physics,Particle motion and energy,Identify how particle motion affects temperature and pressure
test_03654,images/test/test_03654.png,Select the organism in the same species as the moon jellyfish.,"[""Aequorea victoria"", ""Aurelia aurita"", ""Cyanea capillata""]",3,This organism is a moon jellyfish. Its scientific name is Aurelia aurita.,"Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
",closed choice,grade6,natural science,biology,Classification and scientific names,Use scientific names to classify organisms
test_01409,images/test/test_01409.png,Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?,"[""mallard"", ""painted stork""]",2,"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.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_03108,images/test/test_03108.png,"Is the air from a hair dryer a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_01607,images/test/test_01607.png,"In this food web, which organism contains matter that eventually moves to the mushroom?","[""brown lemming"", ""bilberry""]",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.",closed choice,grade7,natural science,biology,Ecological interactions,Interpret food webs II
test_02749,images/test/test_02749.png,"Is fruit punch a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_01188,images/test/test_01188.png,Which of these organisms contains matter that was once part of the bear sedge?,"[""collared lemming"", ""grizzly bear""]",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.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
test_01835,images/test/test_01835.png,"In this food web, which organism contains matter that eventually moves to the earthworm?","[""barren-ground caribou"", ""bilberry""]",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.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
test_02725,images/test/test_02725.png,Select the bird below.,"[""gray tree frog"", ""black howler"", ""zebra"", ""barn owl""]",4,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A turkey vulture 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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_01793,images/test/test_01793.png,Which statement best describes the average monthly precipitation in New Orleans?,"[""The wettest months of the year are June, July, and August."", ""October is the wettest month."", ""June, July, and August are the driest months of the year.""]",3,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.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_02499,images/test/test_02499.png,Which statement best describes the average monthly precipitation in New Orleans?,"[""October is the wettest month."", ""The wettest months of the year are June, July, and August."", ""June, July, and August are the driest months of the year.""]",3,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.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_00185,images/test/test_00185.png,What evidence of a wildfire does this picture show?,"[""The grass is brown and dry."", ""Some of the grass on the ground is burning.""]",2,This picture was taken during a wildfire. A wildfire happens when a natural area catches fire and burns.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
test_00740,images/test/test_00740.png,"Is a coffee mug a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,,"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.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
test_01434,images/test/test_01434.png,Select the fish below.,"[""tiger shark"", ""leaf-tailed gecko"", ""Hermann's tortoise"", ""dwarf crocodile""]",4,"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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_01276,images/test/test_01276.png,Which better describes the Masoala National Park ecosystem?,"[""It has year-round rain. It also has many different types of organisms."", ""It has cold winters. It also has many different types of organisms.""]",2,"Figure: Masoala National Park.
Masoala National Park is a tropical rain forest ecosystem in northeastern Madagascar.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_03599,images/test/test_03599.png,"Is a stuffed hippo a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_03050,images/test/test_03050.png,Select the mammal below.,"[""loon"", ""great white shark"", ""albatross"", ""Tasmanian devil""]",4,"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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_03637,images/test/test_03637.png,Which better describes the Cerrado ecosystem?,"[""It has warm summers and warm winters. It also has year-round rain."", ""It has a rainy season and a dry season. It also has soil that is poor in nutrients.""]",2,"Figure: Cerrado.
The Cerrado is a savanna grassland ecosystem in Brazil.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_00967,images/test/test_00967.png,Select the mammal below.,"[""Banggai cardinalfish"", ""black howler"", ""snowy owl"", ""gray crowned crane""]",4,"Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A red kangaroo 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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_00502,images/test/test_00502.png,What evidence of an earthquake does this picture show?,"[""Some of the houses have broken roofs and walls."", ""The houses have windows.""]",2,"This picture was taken after an earthquake. During an earthquake, the ground shakes.","Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
test_00405,images/test/test_00405.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,,"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",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_01689,images/test/test_01689.png,"Is a crown a solid, a liquid, or a gas?","[""a solid"", ""a gas"", ""a liquid""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_02950,images/test/test_02950.png,Select the amphibian below.,"[""koala"", ""green moray eel"", ""horned frog"", ""zebra""]",4,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A red-spotted newt is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_00349,images/test/test_00349.png,Select the fish below.,"[""water buffalo"", ""poison dart frog"", ""great white shark"", ""penguin""]",4,"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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_01781,images/test/test_01781.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."", ""Precipitation does not change much from month to month in Boston.""]",3,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.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_02368,images/test/test_02368.png,Which statement is true about the average monthly precipitation in Charlotte?,"[""January is the month with the highest average precipitation."", ""Precipitation does not change much from month to month."", ""Charlotte has a rainy season and a dry season.""]",3,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.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_02636,images/test/test_02636.png,Select the fish below.,"[""piranha"", ""American bullfrog"", ""olive toad"", ""sea otter""]",4,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A goldfish is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_02140,images/test/test_02140.png,Select the mammal below.,"[""common toad"", ""human"", ""box turtle"", ""clownfish""]",4,"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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_00877,images/test/test_00877.png,Which better describes the Okavango Delta ecosystem?,"[""It has soil that is rich in nutrients. It also has other water ecosystems nearby."", ""It has soil that is poor in nutrients. It also has other water ecosystems nearby.""]",2,"Figure: Okavango Delta.
The Okavango Delta is a wetland ecosystem in Botswana, a country in southern Africa.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_02484,images/test/test_02484.png,Select the mammal below.,"[""hammerhead shark"", ""red-headed poison frog"", ""water buffalo"", ""woodpecker""]",4,"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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_01364,images/test/test_01364.png,"Complete the sentence.
The mutation in the () affected the structure and function of the ().","[""chloride channel protein . . . CLCN1 gene"", ""CLCN1 gene . . . chloride channel protein""]",2,"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.

Muscle movement is controlled by charged atoms called ions. Ions move in and out of muscle cells through tube-like structures called channels.
One of these channels is made from the chloride channel protein. The chloride channel protein is encoded by the CLCN1 gene.
A certain person had a mutation in the CLCN1 gene. Compared to the CLCN1 gene without a mutation, the mutated CLCN1 gene encoded a form of the chloride channel protein with a different structure.
This different form of the chloride channel protein allowed fewer ions than normal to travel through it. The person with the mutation had muscles that were slow to relax, which resulted in muscle stiffness. Having muscle stiffness due to a mutation in the CLCN1 gene is called Thomsen disease.
Figure: muscles in the human body.","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.",closed choice,grade6,natural science,biology,Genes to traits,Describe the effects of gene mutations on organisms
test_04077,images/test/test_04077.png,Select the mammal below.,"[""red howler"", ""box turtle"", ""flamingo"", ""cassowary""]",4,"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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_00770,images/test/test_00770.png,Which of these oceans does the prime meridian intersect?,"[""the Atlantic Ocean"", ""the Indian Ocean"", ""the Pacific Ocean""]",3,,"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.",closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
test_03828,images/test/test_03828.png,Which of these oceans does the prime meridian intersect?,"[""the Atlantic Ocean"", ""the Indian Ocean"", ""the Pacific Ocean""]",3,,"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.",closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
test_02837,images/test/test_02837.png,Select the amphibian below.,"[""human"", ""red-spotted newt"", ""great white shark"", ""gray wolf""]",4,"Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A gray tree frog is an example of an amphibian.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_02652,images/test/test_02652.png,Which better describes the Amazon rain forest ecosystem?,"[""It has cold winters. It also has many different types of organisms."", ""It has year-round rain. It also has many different types of organisms.""]",2,"Figure: Amazon rain forest.
The Amazon rain forest is a tropical rain forest ecosystem located in Brazil, Peru, and several other South American countries.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_01311,images/test/test_01311.png,Which better describes the Buffalo Gap National Grassland ecosystem?,"[""It has hot summers. It also has soil that is rich in nutrients."", ""It has cool winters. It also has cool summers.""]",2,"Figure: Buffalo Gap National Grassland.
Buffalo Gap National Grassland is a prairie grassland ecosystem in southwestern South Dakota.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_02531,images/test/test_02531.png,Which better describes the Belize Barrier Reef ecosystem?,"[""It has salty water. It also has many different types of organisms."", ""It has water with not much salt. It also has many different types of organisms.""]",2,"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",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_03889,images/test/test_03889.png,Select the fish below.,"[""water buffalo"", ""seahorse"", ""western toad"", ""tokay gecko""]",4,"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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_01850,images/test/test_01850.png,Select the bird below.,"[""rabbit"", ""albatross"", ""western gorilla"", ""Galapagos giant tortoise""]",4,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A griffon vulture 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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_01196,images/test/test_01196.png,Which of these organisms contains matter that was once part of the lichen?,"[""grizzly bear"", ""bear sedge""]",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.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
test_02417,images/test/test_02417.png,Select the bird below.,"[""ocean sunfish"", ""water buffalo"", ""penguin"", ""common toad""]",4,"Birds have feathers, two wings, and a beak.
Birds are warm-blooded. Warm-blooded animals can control their body temperature.
A bald eagle is an example of a bird.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_03870,images/test/test_03870.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,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_00342,images/test/test_00342.png,"Is the following statement about our solar system true or false?
Of the four smallest planets, two are made mainly of gas.","[""false"", ""true""]",2,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_03133,images/test/test_03133.png,"Is a T-shirt a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,,"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.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
test_01809,images/test/test_01809.png,What evidence of a drought does this picture show?,"[""The riverbed is dry and cracked."", ""The ground is mostly flat.""]",2,This picture was taken during a drought. A drought happens when an area gets less rain or snow than usual.,"Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
",closed choice,grade2,natural science,earth-science,Earth events,Find evidence of changes to Earth's surface
test_00018,images/test/test_00018.png,Which better describes the Daintree rain forest ecosystem?,"[""It has year-round rain. It also has soil that is poor in nutrients."", ""It has cold winters. It also has many different types of organisms.""]",2,"Figure: Daintree rain forest.
The Daintree rain forest is a tropical rain forest ecosystem in northeastern Australia.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_01163,images/test/test_01163.png,Select the mammal below.,"[""wombat"", ""barn owl"", ""flamingo"", ""ocean sunfish""]",4,"Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A rabbit 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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_02757,images/test/test_02757.png,Select the mammal below.,"[""koala"", ""mandarinfish"", ""bald eagle"", ""helmeted iguana""]",4,"Mammals have hair or fur and feed their young milk.
Mammals are warm-blooded. Warm-blooded animals can control their body temperature.
A rabbit 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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_03795,images/test/test_03795.png,Which better describes the Death Valley ecosystem?,"[""It has dry, thin soil. It also has many different types of organisms."", ""It has a small amount of rain. It also has only a few types of organisms.""]",2,"Figure: Death Valley.
Death Valley is a desert ecosystem in eastern California.","An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_00388,images/test/test_00388.png,"Complete the sentence.
Christianity and () originated in the same region of the world.","[""Buddhism"", ""Judaism"", ""Yoruba"", ""Hinduism""]",4,"The following map shows where several major world religions originated, or began. Look at the map. Then complete the sentence below.",,closed choice,grade7,social science,world-history,World religions,Origins of Christianity
test_03213,images/test/test_03213.png,Which better describes the Gobi Desert ecosystem?,"[""It has long, cold winters. It also has a small amount of rain or snow."", ""It has warm, wet summers. It also has long, cold winters.""]",2,"Figure: Gobi Desert.
The Gobi Desert is a cold desert ecosystem in northern China and southern Mongolia.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_01357,images/test/test_01357.png,Select the fish below.,"[""emerald tree boa"", ""bison"", ""wombat"", ""piranha""]",4,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A goldfish is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_00845,images/test/test_00845.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""crown-of-thorns sea star"", ""peppered moth""]",2,"s have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.
Figure: Spanish shawl nudibranch.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_03658,images/test/test_03658.png,Which better describes the Kermadec Arc ecosystem?,"[""It has bright sunlight. It also has organisms that crawl or stick to the ground."", ""It has water at the bottom of the ocean. It also has no sunlight.""]",2,"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",closed choice,grade3,natural science,biology,Ecosystems,Describe ecosystems
test_03109,images/test/test_03109.png,Why do adult cats meow?,"[""to act like kittens"", ""to talk to other cats"", ""to talk to people""]",3,"Read the text about cat meows.
While kittens meow to their mothers, they stop once they are old enough to take care of themselves. At that point, cats use smell, touch, and body language to talk to each other. So if adult cats aren't making noise for each other, why do cats meow? Cats meow to talk with their humans!
If you are a cat owner, you may be interested in understanding your cat's meows. Different meows can have distinct meanings. A short, high squeak or chirp is a cheerful hello. A louder and longer meow is a cat's way of saying ""Please?"" or ""Let me out!"" An even longer and louder meow is your cat's way of demanding something, like ""Food! Now!"" Of course, the best cat sound to many cat owners is a low, rumbling purr that comes from a happy cat.",,closed choice,grade3,language science,reading-comprehension,Informational texts: level 1,Read passages about animals
test_01814,images/test/test_01814.png,Which better describes the Taklamakan Desert ecosystem?,"[""It has dry, thin soil. It also has a small amount of rain or snow."", ""It has heavy snow. It also has only a few types of trees.""]",2,"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",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_01914,images/test/test_01914.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""sharpnose-puffer"", ""gray tree frog""]",2,"Blue poison dart frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: blue poison dart frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_03178,images/test/test_03178.png,Which statement best describes the average monthly precipitation in Atlanta?,"[""Atlanta has a rainy season and a dry season."", ""October has the highest average precipitation."", ""Precipitation does not change much from month to month in Atlanta.""]",3,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.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_03719,images/test/test_03719.png,Select the mammal below.,"[""bull shark"", ""yak"", ""shoebill"", ""eastern newt""]",4,"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.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_03629,images/test/test_03629.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""gray tree frog"", ""Spanish shawl nudibranch""]",2,"Strawberry poison frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: strawberry poison frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_00641,images/test/test_00641.png,Which of these continents does the prime meridian intersect?,"[""North America"", ""Africa"", ""South America""]",3,,"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.",closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
test_03952,images/test/test_03952.png,Which of these continents does the prime meridian intersect?,"[""Antarctica"", ""North America"", ""South America""]",3,,"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.",closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
test_00005,images/test/test_00005.png,Which of these organisms contains matter that was once part of the lichen?,"[""bilberry"", ""mushroom""]",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.",closed choice,grade5,natural science,biology,Ecosystems,Interpret food webs II
test_03911,images/test/test_03911.png,Which statement best describes the average monthly precipitation in Atlanta?,"[""February is wetter than March."", ""Atlanta has a rainy season and a dry season."", ""Precipitation does not change much from month to month in Atlanta.""]",3,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.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_00123,images/test/test_00123.png,"As Rusty pulls on the toy, what is the direction of the opposing force?","[""away from Coco"", ""toward Coco""]",2,"The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.
Two dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:
Coco pulls toward herself.
Rusty pulls away from Coco.","A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.",closed choice,grade3,natural science,physics,Force and motion,How do balanced and unbalanced forces affect motion?
test_00664,images/test/test_00664.png,Which statement is true about the average monthly precipitation in Nairobi?,"[""Nairobi gets about the same amount of precipitation each month."", ""More precipitation falls in April than in August."", ""February is the wettest month of the year.""]",3,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.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_02424,images/test/test_02424.png,"Based on the arrows, which of the following organisms is a producer?","[""lichen"", ""barren-ground caribou""]",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.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
test_03693,images/test/test_03693.png,Which animal's skin is better adapted for protection against a predator with sharp teeth?,"[""Grant's gazelle"", ""nine-banded armadillo""]",2,"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.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_03767,images/test/test_03767.png,Which of these continents does the prime meridian intersect?,"[""South America"", ""Asia"", ""Africa""]",3,,"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.",closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
test_00558,images/test/test_00558.png,Which of these continents does the prime meridian intersect?,"[""North America"", ""Asia"", ""Africa""]",3,,"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.",closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
test_02036,images/test/test_02036.png,Which of these continents does the prime meridian intersect?,"[""Europe"", ""Australia"", ""North America""]",3,,"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.",closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
test_01900,images/test/test_01900.png,Which of these continents does the prime meridian intersect?,"[""South America"", ""Antarctica"", ""Australia""]",3,,"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.",closed choice,grade5,social science,geography,Maps,Use lines of latitude and longitude
test_02513,images/test/test_02513.png,Which better describes the Peary Land ecosystem?,"[""It has short, cold summers. It also has many trees and shrubs."", ""It has long, cold winters. It also has mostly small plants.""]",2,"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",closed choice,grade4,natural science,biology,Ecosystems,Describe ecosystems
test_03242,images/test/test_03242.png,Which is the main persuasive appeal used in this ad?,"[""ethos (character)"", ""logos (reason)"", ""pathos (emotion)""]",3,,"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",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_02868,images/test/test_02868.png,Select the fish below.,"[""mandarinfish"", ""green iguana"", ""red-headed poison frog"", ""water buffalo""]",4,"Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A salmon is an example of a fish.","Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.",closed choice,grade4,natural science,biology,Classification,"Identify mammals, birds, fish, reptiles, and amphibians"
test_02973,images/test/test_02973.png,Which of these continents does the prime meridian intersect?,"[""Africa"", ""Australia"", ""Asia""]",3,,"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.",closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
test_03089,images/test/test_03089.png,Which animal's body is better adapted for protection against a predator with sharp teeth?,"[""eastern rat snake"", ""nautilus""]",2,"Painted turtles are adapted to protect themselves from a predator with sharp teeth. They have hard outer shells covering their bodies. A  can pull its head and legs into its shell when attacked.
Figure: painted turtle.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_00868,images/test/test_00868.png,Which rhetorical appeal is primarily used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,,"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",closed choice,grade12,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_00168,images/test/test_00168.png,Which statement describes the Cape Breton Highlands National Park ecosystem?,"[""It has soil that is rich in nutrients."", ""It has many evergreen trees.""]",2,"Figure: Cape Breton Highlands National Park.
Cape Breton Highlands National Park is a taiga ecosystem in eastern Canada. It is mostly covered with taiga forests that are home to moose, bears, bald eagles, and other organisms.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade5,natural science,biology,Ecosystems,Describe ecosystems
test_01547,images/test/test_01547.png,Which is the main persuasive appeal used in this ad?,"[""logos (reason)"", ""ethos (character)"", ""pathos (emotion)""]",3,,"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",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_03843,images/test/test_03843.png,Which i in column 2?,"[""the pond"", ""the fast-food restaurant"", ""the police department"", ""the grocery store""]",4,,"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.",closed choice,grade2,social science,geography,Geography,Use a letter-number grid
test_00601,images/test/test_00601.png,Which air temperature was measured within the outlined area shown?,"[""-24\u00b0C"", ""3\u00b0C"", ""-4\u00b0C""]",3,"The map below shows air temperatures in the lower atmosphere on April 19, 2016. The outlined area shows an air mass that influenced weather in North America on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
test_01950,images/test/test_01950.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""lichen katydid"", ""flamboyant cuttlefish""]",2,"Lionfish can release venom from the spines on their brightly colored bodies. The bright colors serve as a warning sign that the animal is venomous. The 's skin is adapted to ward off predators.
Figure: lionfish.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_03507,images/test/test_03507.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,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_02296,images/test/test_02296.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,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_01961,images/test/test_01961.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,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_02190,images/test/test_02190.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,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_02766,images/test/test_02766.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,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.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_03015,images/test/test_03015.png,"Is a handsaw a solid, a liquid, or a gas?","[""a gas"", ""a solid"", ""a liquid""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_02874,images/test/test_02874.png,Which i in row B?,"[""the fire department"", ""the police department"", ""the library"", ""the diner""]",4,,"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.",closed choice,grade3,social science,geography,Geography,Use a letter-number grid
test_00197,images/test/test_00197.png,"Based on the arrows, which of the following organisms is a consumer?","[""mushroom"", ""lichen""]",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.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
test_03671,images/test/test_03671.png,"Based on the arrows, which of the following organisms is a decomposer?","[""earthworm"", ""bilberry""]",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.",closed choice,grade4,natural science,biology,Ecosystems,Interpret food webs
test_03123,images/test/test_03123.png,Which i in column 4?,"[""the police department"", ""the theater"", ""the grocery store"", ""the fire department""]",4,,"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.",closed choice,grade3,social science,geography,Geography,Use a letter-number grid
test_01634,images/test/test_01634.png,"Which animal's feet are also adapted for walking on large, floating leaves?","[""New Zealand falcon"", ""wattled jacana""]",2,"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.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: feet and limbs
test_02545,images/test/test_02545.png,Which air temperature was measured within the outlined area shown?,"[""-22\u00b0C"", ""-1\u00b0C"", ""2\u00b0C""]",3,"The map below shows air temperatures in the lower atmosphere on October 28, 2016. The outlined area shows an air mass that influenced weather in Asia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division","To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
test_01876,images/test/test_01876.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""opalescent nudibranch"", ""lechwe""]",2,"Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_03852,images/test/test_03852.png,"Is an icicle a solid, a liquid, or a gas?","[""a solid"", ""a liquid"", ""a gas""]",3,,"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.",closed choice,grade4,natural science,physics,States of matter,"Identify and sort solids, liquids, and gases"
test_01018,images/test/test_01018.png,Which of these continents does the equator intersect?,"[""North America"", ""Africa"", ""Europe""]",3,,"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.",closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
test_00463,images/test/test_00463.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""lichen katydid"", ""opalescent nudibranch""]",2,"Flamboyant cuttlefish are poisonous animals with brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: flamboyant cuttlefish.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_02805,images/test/test_02805.png,Which air temperature was measured within the outlined area shown?,"[""30\u00b0C"", ""14\u00b0C"", ""10\u00b0C""]",3,"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.",closed choice,grade6,natural science,earth-science,Weather and climate,Identify and compare air masses
test_03914,images/test/test_03914.png,Which i in column 4?,"[""the theater"", ""the fire department"", ""the pond"", ""the shopping mall""]",4,,"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.",closed choice,grade2,social science,geography,Geography,Use a letter-number grid
test_00461,images/test/test_00461.png,"Is the following statement about our solar system true or false?
Three-quarters of the planets are larger than Earth.","[""false"", ""true""]",2,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_01840,images/test/test_01840.png,Which statement describes the Kibale National Forest ecosystem?,"[""It has soil that is poor in nutrients."", ""It has soil that is rich in nutrients.""]",2,"Figure: Kibale National Forest.
Kibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa. This rain forest is home to many African primates, including chimpanzees.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_04036,images/test/test_04036.png,Which statement describes the Catoctin Mountain Park ecosystem?,"[""It has many different types of trees."", ""It has soil that is rich in nutrients.""]",2,"Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland. Most of this forest was cut down for its wood in the early 1900s. But since the 1940s, conservation efforts have allowed the forest to return to much of this park.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_03728,images/test/test_03728.png,Which of these continents does the equator intersect?,"[""Australia"", ""Europe"", ""Africa""]",3,,"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.",closed choice,grade4,social science,geography,Maps,Use lines of latitude and longitude
test_00742,images/test/test_00742.png,Which i in column 3?,"[""the school"", ""the park"", ""the pond"", ""the gas station""]",4,,"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.",closed choice,grade3,social science,geography,Geography,Use a letter-number grid
test_03517,images/test/test_03517.png,Which statement describes the Kaeng Krachan National Park ecosystem?,"[""It has soil that is poor in nutrients."", ""It has mostly small plants.""]",2,"Figure: Kaeng Krachan National Park.
Kaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand. It is Thailand's largest national park and has many animals, including elephants.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_02549,images/test/test_02549.png,Which i in column 3?,"[""the library"", ""the restaurant"", ""the police department"", ""the grocery store""]",4,,"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.",closed choice,grade3,social science,geography,Geography,Use a letter-number grid
test_03157,images/test/test_03157.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_04232,images/test/test_04232.png,"Is chocolate syrup a solid, a liquid, or a gas?","[""a gas"", ""a liquid"", ""a solid""]",3,,"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.",closed choice,grade3,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_03073,images/test/test_03073.png,Which solution has a higher concentration of purple particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_01211,images/test/test_01211.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_03882,images/test/test_03882.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02361,images/test/test_02361.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02507,images/test/test_02507.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02711,images/test/test_02711.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02730,images/test/test_02730.png,Which solution has a higher concentration of pink particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02521,images/test/test_02521.png,Which solution has a higher concentration of yellow particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_03895,images/test/test_03895.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_00198,images/test/test_00198.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02785,images/test/test_02785.png,Which statement best describes the average monthly precipitation in Atlanta?,"[""February is wetter than March."", ""October has the highest average precipitation."", ""Precipitation does not change much from month to month in Atlanta.""]",3,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.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_00879,images/test/test_00879.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_00573,images/test/test_00573.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_00735,images/test/test_00735.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_01533,images/test/test_01533.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02031,images/test/test_02031.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02432,images/test/test_02432.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02251,images/test/test_02251.png,Which statement describes the Mount Rainier National Park ecosystem?,"[""It has many evergreen trees."", ""It has soil that is frozen year-round.""]",2,"Figure: Mount Rainier National Park.
Mount Rainier National Park is a taiga ecosystem in Washington State. The park is named after a volcano called Mount Rainier, which is covered in glaciers.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade6,natural science,biology,Ecosystems,Describe ecosystems
test_01056,images/test/test_01056.png,Which is the main persuasive appeal used in this ad?,"[""pathos (emotion)"", ""ethos (character)"", ""logos (reason)""]",3,,"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",closed choice,grade7,language science,writing-strategies,Persuasive strategies,"Identify appeals to ethos, pathos, and logos in advertisements"
test_03290,images/test/test_03290.png,"Complete the sentence.
The word ""antebellum"" means ().","[""after the long peace"", ""before the war"", ""after the election"", ""before the feast""]",4,"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.",,closed choice,grade8,social science,us-history,The Antebellum period,Causes of the Civil War: Missouri Compromise to Bleeding Kansas
test_03233,images/test/test_03233.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""lichen katydid"", ""sharpnose-puffer""]",2,"Golden dart frogs have poisonous glands in their brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: golden dart frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_01671,images/test/test_01671.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""lechwe"", ""blue poison dart frog""]",2,"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.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_02446,images/test/test_02446.png,"Is the following statement about our solar system true or false?
The smallest planet is made mainly of rock.","[""false"", ""true""]",2,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_00964,images/test/test_00964.png,"Is the following statement about our solar system true or false?
The smallest planet is made mainly of rock.","[""false"", ""true""]",2,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_03732,images/test/test_03732.png,"Is the following statement about our solar system true or false?
The smallest planet is made mainly of rock.","[""true"", ""false""]",2,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
",true-or false,grade8,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_03935,images/test/test_03935.png,How do jumping spiders catch their food?,"[""They catch bugs in a web."", ""They jump onto bugs."", ""They run fast to get bugs.""]",3,"Read the first part of the passage about jumping spiders.
Jumping spiders are fast. They can also jump far.
Most spiders make webs to catch bugs. Then, they eat the bugs. But jumping spiders catch their food in another way. They jump onto flies and other bugs.",,closed choice,grade1,language science,reading-comprehension,Read-alone texts,Read passages about animals
test_00390,images/test/test_00390.png,"Which bird's beak is also adapted to crack large, hard nuts?","[""African gray parrot"", ""white-tipped sicklebill""]",2,"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.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_01769,images/test/test_01769.png,"Which animal's feet are also adapted for walking on large, floating leaves?","[""Magellan penguin"", ""purple gallinule""]",2,"Bronze-winged jacanas live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.
The feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.
Figure: bronze-winged jacana.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: feet and limbs
test_00067,images/test/test_00067.png,Look at the models of molecules below. Select the elementary substance.,"[""carbon tetrachloride"", ""acetaldehyde"", ""bromine""]",3,,"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
test_03214,images/test/test_03214.png,"Based on the map, which of the following areas did the Mongol Empire control?","[""South Asia"", ""Southeast Asia"", ""the Middle East""]",3,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.,,closed choice,grade6,social science,world-history,Medieval Asia,The Mongol Empire
test_00803,images/test/test_00803.png,Look at the models of molecules below. Select the elementary substance.,"[""carbon tetrachloride"", ""nitrogen"", ""fluoromethanol""]",3,,"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
test_01101,images/test/test_01101.png,Which of these cities is marked on the map?,"[""San Antonio"", ""Chicago"", ""San Francisco"", ""New York City""]",4,,,closed choice,grade5,social science,geography,Cities,Major U.S. cities
test_03692,images/test/test_03692.png,Which of these cities is marked on the map?,"[""New York City"", ""San Antonio"", ""Denver"", ""St. Louis""]",4,,,closed choice,grade5,social science,geography,Cities,Major U.S. cities
test_00679,images/test/test_00679.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""horned viper"", ""blue poison dart frog""]",2,"Bearded dragons are lizards that live in the deserts of Australia. The  is adapted to be camouflaged in a sandy desert.
Figure: bearded dragon.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_02508,images/test/test_02508.png,Look at the models of molecules below. Select the elementary substance.,"[""bromomethane"", ""trichlorofluoromethane"", ""tetraphosphorus""]",3,,"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
test_00805,images/test/test_00805.png,Which of these states is farthest north?,"[""South Dakota"", ""New Mexico"", ""Nevada"", ""South Carolina""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_01377,images/test/test_01377.png,Look at the models of molecules below. Select the elementary substance.,"[""oxygen"", ""fluoromethane"", ""carbon tetrachloride""]",3,,"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
test_00591,images/test/test_00591.png,Which of these cities is marked on the map?,"[""Atlanta"", ""Los Angeles"", ""New York City"", ""Houston""]",4,,,closed choice,grade5,social science,geography,Cities,Major U.S. cities
test_01429,images/test/test_01429.png,Which of these cities is marked on the map?,"[""San Antonio"", ""Boston"", ""Washington, D.C."", ""Atlanta""]",4,,,closed choice,grade5,social science,geography,Cities,Major U.S. cities
test_00872,images/test/test_00872.png,"Based on the map, which of the following areas did the Mongol Empire control?","[""East Asia"", ""Southeast Asia"", ""South Asia""]",3,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.,,closed choice,grade6,social science,world-history,Medieval Asia,The Mongol Empire
test_03668,images/test/test_03668.png,Which trait did Ichthyornis have? Select the trait you can observe in the drawing.,"[""fur"", ""a long neck""]",2,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
test_02922,images/test/test_02922.png,Which animal's feet are also adapted to walk on snow and ice?,"[""Eurasian lynx"", ""Suriname toad""]",2,"Many s live in areas with cold, snowy winters. The 's feet are adapted for walking on snow and ice.
Figure: brown bear.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: feet and limbs
test_02136,images/test/test_02136.png,Look at the models of molecules below. Select the elementary substance.,"[""tetraphosphorus"", ""fluoromethane"", ""chloromethane""]",3,,"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
test_01786,images/test/test_01786.png,"Which animal's feet are also adapted for walking on large, floating leaves?","[""emu"", ""northern jacana""]",2,"Bronze-winged jacanas live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.
The feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.
Figure: bronze-winged jacana.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: feet and limbs
test_00076,images/test/test_00076.png,Which animal is also adapted to be camouflaged in the snow?,"[""short-tailed weasel"", ""common hawk-cuckoo""]",2,"Arctic wolves live in the Canadian Arctic and Greenland. The  is adapted to be camouflaged in the snow.
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.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_00597,images/test/test_00597.png,Look at the models of molecules below. Select the elementary substance.,"[""fluoromethanol"", ""tetraphosphorus"", ""methane""]",3,,"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
test_03585,images/test/test_03585.png,"In this food chain, the California sea slug is a consumer. Why?","[""It eats another living thing."", ""It makes its own food.""]",2,"This diagram shows a food chain from Monterey Bay, an ocean ecosystem on the coast of California.","Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.
Producers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.
Consumers eat other living things. Consumers cannot make their own food.",closed choice,grade3,natural science,biology,Ecosystems,Identify roles in food chains
test_00977,images/test/test_00977.png,Which of these states is farthest north?,"[""Virginia"", ""New Hampshire"", ""South Carolina"", ""Texas""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_04047,images/test/test_04047.png,Which of these states is farthest east?,"[""New Mexico"", ""Ohio"", ""New Hampshire"", ""Delaware""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_02109,images/test/test_02109.png,Which of these states is farthest north?,"[""Tennessee"", ""New Mexico"", ""Rhode Island"", ""Kansas""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_02254,images/test/test_02254.png,Look at the models of molecules below. Select the elementary substance.,"[""bromine"", ""hydrazine"", ""trichlorofluoromethane""]",3,,"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
test_03200,images/test/test_03200.png,Which of these states is farthest west?,"[""North Carolina"", ""Ohio"", ""New Hampshire"", ""Arizona""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_02494,images/test/test_02494.png,Which of these states is farthest south?,"[""California"", ""Rhode Island"", ""New York"", ""Washington""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_03521,images/test/test_03521.png,Which of these states is farthest west?,"[""Maine"", ""Rhode Island"", ""Wisconsin"", ""North Dakota""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_04216,images/test/test_04216.png,Which of these states is farthest east?,"[""Ohio"", ""New Jersey"", ""Kansas"", ""South Carolina""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
test_01396,images/test/test_01396.png,Which type of force from the student's finger presses the key on the keyboard?,"[""push"", ""pull""]",2,A student types on a keyboard. Her finger applies a force to a key.,"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.",closed choice,grade3,natural science,physics,Force and motion,Identify pushes and pulls
test_03395,images/test/test_03395.png,Which of these states is farthest south?,"[""Texas"", ""New Hampshire"", ""New York"", ""Wisconsin""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_00775,images/test/test_00775.png,Which of these states is farthest east?,"[""Louisiana"", ""North Dakota"", ""North Carolina"", ""Arizona""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_03463,images/test/test_03463.png,Which of these states is farthest east?,"[""Oregon"", ""Wyoming"", ""New Mexico"", ""North Dakota""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_00945,images/test/test_00945.png,Which of these states is farthest north?,"[""New Mexico"", ""New York"", ""Indiana"", ""Delaware""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_02370,images/test/test_02370.png,Which of these states is farthest south?,"[""Michigan"", ""New York"", ""North Dakota"", ""California""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_02990,images/test/test_02990.png,Which of these states is farthest west?,"[""Georgia"", ""Iowa"", ""New York"", ""North Dakota""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_01117,images/test/test_01117.png,Look at the models of molecules below. Select the elementary substance.,"[""propane"", ""hydrazine"", ""iodine""]",3,,"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
test_00569,images/test/test_00569.png,Look at the models of molecules below. Select the elementary substance.,"[""cyclopropane"", ""chloroform"", ""nitrogen""]",3,,"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
test_01787,images/test/test_01787.png,Which trait did Coelodonta have? Select the trait you can observe on the fossil.,"[""a black snout"", ""a tail""]",2,"This picture shows a fossil of an ancient animal called Coelodonta.
Coelodonta was hunted by early humans and went extinct about 10,000 years ago.","The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.",closed choice,grade6,natural science,earth-science,Fossils,Compare fossils to modern organisms
test_04082,images/test/test_04082.png,Look at the models of molecules below. Select the elementary substance.,"[""fluoromethanol"", ""dichloromethane"", ""chlorine""]",3,,"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
test_03940,images/test/test_03940.png,Look at the models of molecules below. Select the elementary substance.,"[""acetaldehyde"", ""chloroform"", ""oxygen""]",3,,"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
test_01982,images/test/test_01982.png,"Is the following statement about our solar system true or false?
Half of the planets are made mainly of gas or ice.","[""true"", ""false""]",2,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_01996,images/test/test_01996.png,"Is the following statement about our solar system true or false?
Of the four largest planets, three are made mainly of gas.","[""false"", ""true""]",2,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.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_01249,images/test/test_01249.png,"Is the following statement about our solar system true or false?
Of the four largest planets, three are made mainly of gas.","[""true"", ""false""]",2,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_00852,images/test/test_00852.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,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_02797,images/test/test_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,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.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_00530,images/test/test_00530.png,Which animal's skin is better adapted as a warning sign to ward off predators?,"[""lionfish"", ""impala""]",2,"Golden dart frogs have poisonous glands in their brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: golden dart frog.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_02936,images/test/test_02936.png,"Is the following statement about our solar system true or false?
Of the four largest planets, three are made mainly of gas.","[""false"", ""true""]",2,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.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_02527,images/test/test_02527.png,Which of these cities is marked on the map?,"[""Los Angeles"", ""Chicago"", ""San Francisco"", ""Denver""]",4,,,closed choice,grade5,social science,geography,Cities,Major U.S. cities
test_01193,images/test/test_01193.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,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_01560,images/test/test_01560.png,Which statement describes the Steigerwald Forest ecosystem?,"[""It has soil that is poor in nutrients."", ""It has soil that is rich in nutrients.""]",2,"Figure: Steigerwald Forest.
The Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany. This forest has many oak and beech trees.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_00425,images/test/test_00425.png,Look at the models of molecules below. Select the elementary substance.,"[""acetaldehyde"", ""hydrazine"", ""ozone""]",3,,"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
test_02830,images/test/test_02830.png,Which of these cities is marked on the map?,"[""Pittsburgh"", ""Baltimore"", ""New York City"", ""Boston""]",4,,,closed choice,grade4,social science,geography,Cities,Cities of the Northeast
test_02420,images/test/test_02420.png,Which solution has a higher concentration of purple particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_03476,images/test/test_03476.png,Which of these states is farthest west?,"[""Ohio"", ""New Hampshire"", ""Maryland"", ""Connecticut""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_00963,images/test/test_00963.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02741,images/test/test_02741.png,Which of these states is farthest south?,"[""Maine"", ""Massachusetts"", ""Washington"", ""North Dakota""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_02319,images/test/test_02319.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_01448,images/test/test_01448.png,Which of these states is farthest north?,"[""Alabama"", ""Oklahoma"", ""Arizona"", ""West Virginia""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_04237,images/test/test_04237.png,Which of these states is farthest west?,"[""Alabama"", ""Illinois"", ""South Carolina"", ""Connecticut""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_00647,images/test/test_00647.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_01138,images/test/test_01138.png,Which of these states is farthest west?,"[""Virginia"", ""South Carolina"", ""Idaho"", ""Connecticut""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_00305,images/test/test_00305.png,Which of these states is farthest east?,"[""Georgia"", ""Delaware"", ""North Dakota"", ""Colorado""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_04074,images/test/test_04074.png,Which of these states is farthest west?,"[""Virginia"", ""Rhode Island"", ""Mississippi"", ""Minnesota""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
test_02340,images/test/test_02340.png,Which solution has a higher concentration of yellow particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02224,images/test/test_02224.png,Which of these states is farthest north?,"[""Delaware"", ""West Virginia"", ""Iowa"", ""Alabama""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_00021,images/test/test_00021.png,Which of these states is farthest north?,"[""Maine"", ""South Carolina"", ""Kansas"", ""Delaware""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_00897,images/test/test_00897.png,Which of these states is farthest north?,"[""Colorado"", ""Arkansas"", ""Idaho"", ""South Carolina""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_00685,images/test/test_00685.png,Which of these states is farthest south?,"[""Texas"", ""Maryland"", ""Michigan"", ""Rhode Island""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_01481,images/test/test_01481.png,Which of these states is farthest west?,"[""New Mexico"", ""Kansas"", ""Maryland"", ""Alabama""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_00471,images/test/test_00471.png,Which of these states is farthest south?,"[""Kansas"", ""Connecticut"", ""Ohio"", ""South Dakota""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
test_03223,images/test/test_03223.png,Which of these states is farthest east?,"[""Georgia"", ""North Dakota"", ""Oklahoma"", ""Louisiana""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
test_02333,images/test/test_02333.png,Which of these states is farthest west?,"[""Delaware"", ""Florida"", ""Rhode Island"", ""Maine""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_03687,images/test/test_03687.png,Which of these states is farthest east?,"[""Nebraska"", ""Kentucky"", ""Arkansas"", ""New Mexico""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_03116,images/test/test_03116.png,Which of these states is farthest north?,"[""New Mexico"", ""Missouri"", ""Virginia"", ""Pennsylvania""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_03937,images/test/test_03937.png,Which of these states is farthest west?,"[""Illinois"", ""Ohio"", ""Arkansas"", ""South Carolina""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_02538,images/test/test_02538.png,Which of these states is farthest west?,"[""Colorado"", ""California"", ""Texas"", ""North Dakota""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_01559,images/test/test_01559.png,Which of these states is farthest east?,"[""California"", ""Idaho"", ""New Mexico"", ""Nebraska""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_02350,images/test/test_02350.png,Which of these states is farthest north?,"[""Georgia"", ""Kentucky"", ""New Mexico"", ""Arkansas""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_00109,images/test/test_00109.png,Which of these states is farthest north?,"[""Florida"", ""Illinois"", ""Ohio"", ""New Hampshire""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_01641,images/test/test_01641.png,Which of these states is farthest south?,"[""Washington"", ""Iowa"", ""North Dakota"", ""Nevada""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_02591,images/test/test_02591.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_01843,images/test/test_01843.png,Which of these states is farthest east?,"[""New Mexico"", ""Florida"", ""Arkansas"", ""Kansas""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_01824,images/test/test_01824.png,Which of these states is farthest north?,"[""Missouri"", ""North Carolina"", ""Arizona"", ""Texas""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_02323,images/test/test_02323.png,Which of these states is farthest east?,"[""New York"", ""Ohio"", ""Colorado"", ""Mississippi""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_01224,images/test/test_01224.png,Which of these states is farthest east?,"[""North Dakota"", ""Maine"", ""Iowa"", ""Kansas""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_00831,images/test/test_00831.png,Look at the models of molecules below. Select the elementary substance.,"[""silane"", ""nitrogen"", ""ethane""]",3,,"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
test_04023,images/test/test_04023.png,Which animal's skin is also adapted for survival in cold places?,"[""Amazon milk frog"", ""Eurasian lynx""]",2,"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.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_04005,images/test/test_04005.png,Which animal's skin is also adapted for survival in cold places?,"[""naked mole rat"", ""snowy owl""]",2,"Caribou live in Canada and the northern United States. The 's skin is adapted to help the animal survive in cold places.
Figure: caribou.","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.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_02940,images/test/test_02940.png,Which solution has a higher concentration of blue particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_03793,images/test/test_03793.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02472,images/test/test_02472.png,Which animal's mouth is also adapted to get insects out of burrows?,"[""gorilla"", ""long-beaked echidna""]",2,"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.",closed choice,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_03660,images/test/test_03660.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02945,images/test/test_02945.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_00880,images/test/test_00880.png,Which animal's mouth is also adapted to get insects out of burrows?,"[""aardvark"", ""brown hyena""]",2,"Long-beaked echidnas eat animals such as insects. These insects often live in holes called burrows. The echidna's mouth is adapted to get insects out of burrows.
Figure: long-beaked echidna.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_00757,images/test/test_00757.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_03045,images/test/test_03045.png,Look at the models of molecules below. Select the elementary substance.,"[""oxygen"", ""bromomethane"", ""methane""]",3,,"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
test_01573,images/test/test_01573.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_04183,images/test/test_04183.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02976,images/test/test_02976.png,"Is a ruler a solid, a liquid, or a gas?","[""a liquid"", ""a gas"", ""a solid""]",3,,"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.",closed choice,grade2,natural science,physics,States of matter,"Classify matter as solid, liquid, or gas"
test_00546,images/test/test_00546.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""Namaqua chameleon"", ""fire salamander""]",2,"Horned vipers live in the deserts of Africa and the Middle East. The  is adapted to be camouflaged in a sandy desert.
Figure: horned viper.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_00780,images/test/test_00780.png,Which of these states is farthest south?,"[""Maine"", ""Massachusetts"", ""Michigan"", ""Delaware""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_00618,images/test/test_00618.png,Which of these states is farthest south?,"[""Colorado"", ""Montana"", ""Washington"", ""Pennsylvania""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
test_01563,images/test/test_01563.png,Which of these states is farthest south?,"[""Wisconsin"", ""Pennsylvania"", ""Indiana"", ""Oklahoma""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_04056,images/test/test_04056.png,Which of these states is farthest north?,"[""Arizona"", ""Mississippi"", ""Oklahoma"", ""Wyoming""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_01148,images/test/test_01148.png,Which of these states is farthest south?,"[""Missouri"", ""Wyoming"", ""Delaware"", ""Texas""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_01806,images/test/test_01806.png,Which of these states is farthest west?,"[""Delaware"", ""Idaho"", ""Georgia"", ""Arkansas""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
test_03184,images/test/test_03184.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_04037,images/test/test_04037.png,Which of these states is farthest north?,"[""Utah"", ""Minnesota"", ""Kentucky"", ""Mississippi""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_03679,images/test/test_03679.png,Which of these states is farthest north?,"[""Iowa"", ""Arizona"", ""Kansas"", ""Delaware""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_02524,images/test/test_02524.png,Which of these states is farthest west?,"[""Illinois"", ""Georgia"", ""Maryland"", ""Ohio""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
test_00267,images/test/test_00267.png,Which of these states is farthest east?,"[""Nebraska"", ""Louisiana"", ""Idaho"", ""Arizona""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_01262,images/test/test_01262.png,Which of these states is farthest west?,"[""Ohio"", ""Nevada"", ""Maine"", ""Delaware""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_00162,images/test/test_00162.png,Which of these states is farthest west?,"[""Missouri"", ""Florida"", ""Montana"", ""Oregon""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_00674,images/test/test_00674.png,Which of these states is farthest east?,"[""Louisiana"", ""Ohio"", ""Maine"", ""Tennessee""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade2,social science,geography,Geography,Read a map: cardinal directions
test_02197,images/test/test_02197.png,Which of these states is farthest east?,"[""Arkansas"", ""Montana"", ""Arizona"", ""Ohio""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade5,social science,geography,Maps,Read a map: cardinal directions
test_00321,images/test/test_00321.png,Which of these states is farthest south?,"[""Missouri"", ""Michigan"", ""Maine"", ""Oregon""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade4,social science,geography,Maps,Read a map: cardinal directions
test_04117,images/test/test_04117.png,Which of these states is farthest south?,"[""Maine"", ""Virginia"", ""Arkansas"", ""Oregon""]",4,,"Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.",closed choice,grade3,social science,geography,Geography,Read a map: cardinal directions
test_00923,images/test/test_00923.png,Which of the following fossils is older? Select the more likely answer.,"[""crocodile egg"", ""palm leaf""]",2,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.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
test_02262,images/test/test_02262.png,Which solution has a higher concentration of pink particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_01729,images/test/test_01729.png,Which solution has a higher concentration of blue particles?,"[""neither; their concentrations are the same"", ""Solution B"", ""Solution A""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_04016,images/test/test_04016.png,Which solution has a higher concentration of green particles?,"[""neither; their concentrations are the same"", ""Solution A"", ""Solution B""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_03743,images/test/test_03743.png,Which of these cities is marked on the map?,"[""New York City"", ""Washington, D.C."", ""Philadelphia"", ""Boston""]",4,,,closed choice,grade4,social science,geography,Cities,Cities of the Northeast
test_03655,images/test/test_03655.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_00391,images/test/test_00391.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_00104,images/test/test_00104.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_01067,images/test/test_01067.png,Which solution has a higher concentration of pink particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_00612,images/test/test_00612.png,Which of the following fossils is older? Select the more likely answer.,"[""ginkgo leaf"", ""insect""]",2,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.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
test_00666,images/test/test_00666.png,Which solution has a higher concentration of purple particles?,"[""Solution B"", ""Solution A"", ""neither; their concentrations are the same""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_00422,images/test/test_00422.png,"Which bird's beak is also adapted to crack large, hard nuts?","[""bald ibis"", ""scarlet macaw""]",2,"s eat large seeds and nuts. The shape of the 's beak is adapted to crack open large, hard nuts.
Figure: Alexandrine parakeet.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.",closed choice,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_03598,images/test/test_03598.png,Which of the following fossils is older? Select the more likely answer.,"[""wood"", ""palm leaf""]",2,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.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
test_03310,images/test/test_03310.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_00758,images/test/test_00758.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""Solution B"", ""neither; their concentrations are the same""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_00585,images/test/test_00585.png,Which solution has a higher concentration of green particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,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",closed choice,grade6,natural science,chemistry,Solutions,Compare concentrations of solutions
test_02357,images/test/test_02357.png,Which statement describes the Tibetan Plateau ecosystem?,"[""It has warm summers and cool winters."", ""It has soil that is frozen year-round.""]",2,"Figure: Tibetan Plateau.
The Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India. The plateau is over 14,800 feet high and is surrounded by many mountain ranges.","An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_00090,images/test/test_00090.png,Which animal is also adapted to be camouflaged among dead leaves?,"[""strawberry poison frog"", ""Surinam horned frog""]",2,"Orange oakleaf butterflies live in the forests of Asia. This butterfly is adapted to be camouflaged among dead leaves.
Figure: orange oakleaf butterfly.","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.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_00211,images/test/test_00211.png,Which solution has a higher concentration of green particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_01289,images/test/test_01289.png,Why did young Mae look at the stars?,"[""She wanted to watch the weather."", ""She wanted to travel to outer space.""]",2,"Read the passage about Mae Jemison.
Mae Jemison always wanted to go to space. As a child, she looked at the stars and dreamed of flying there. She also liked to read books about stars, planets, and space.
Mae grew up and became a doctor. But she never forgot her dreams of space. So, a few years later, she became an astronaut, too. That's someone who is trained to travel in space. Mae made history in 1992 when she blasted off in the space shuttle Endeavour. She was the first African American woman to travel in space!",,closed choice,grade2,language science,reading-comprehension,Independent reading comprehension,Read and understand informational passages
test_00856,images/test/test_00856.png,Which solution has a higher concentration of blue particles?,"[""Solution B"", ""neither; their concentrations are the same"", ""Solution A""]",3,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",closed choice,grade7,natural science,chemistry,Solutions,Compare concentrations of solutions
test_01549,images/test/test_01549.png,"Based on the Venn diagram, what do Natty Bumppo and Daniel Boone have in common?","[""Both fought in the French and Indian War."", ""Both were created by writer James Fenimore Cooper.""]",2,This Venn diagram compares Natty Bumppo and Daniel Boone.,"A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.",closed choice,grade5,language science,writing-strategies,Visual elements,Read graphic organizers
test_01109,images/test/test_01109.png,Which animal is also adapted to be camouflaged in the snow?,"[""Arctic fox"", ""screech owl""]",2,"Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.
Figure: short-tailed weasel.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_03698,images/test/test_03698.png,A baby blue whale is as big as ().,"[""an adult whale"", ""a car"", ""two buses""]",3,"Read the first part of the passage about blue whales.
A blue whale is big. It is the biggest animal in the world.
When a blue whale is a new baby, it is as big as a car. When it is older, it is even bigger. It is as long as two school buses put together.
Complete the sentence.",,closed choice,grade1,language science,reading-comprehension,Read-alone texts,Read passages about animals
test_03587,images/test/test_03587.png,Which three months have over 200millimeters of precipitation in Singapore?,"[""May, June, and July"", ""August, September, and October"", ""November, December, and January""]",3,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.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_02952,images/test/test_02952.png,Which animal is also adapted to be camouflaged among green leaves?,"[""fox snake"", ""emerald tree boa""]",2,"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.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_01384,images/test/test_01384.png,Which of these cities is marked on the map?,"[""Las Vegas"", ""San Francisco"", ""Phoenix"", ""Salt Lake City""]",4,,,closed choice,grade5,social science,geography,Cities,Cities of the West
test_02091,images/test/test_02091.png,Which solution has a higher concentration of yellow particles?,"[""Solution A"", ""neither; their concentrations are the same"", ""Solution B""]",3,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",closed choice,grade8,natural science,chemistry,Solutions,Compare concentrations of solutions
test_01073,images/test/test_01073.png,Which of the following fossils is older? Select the more likely answer.,"[""crocodile egg"", ""fern""]",2,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.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
test_02740,images/test/test_02740.png,Which of the following fossils is younger? Select the more likely answer.,"[""fern"", ""palm leaf""]",2,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.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
test_01732,images/test/test_01732.png,Which of these cities is marked on the map?,"[""Oklahoma City"", ""Nashville"", ""New Orleans"", ""Miami""]",4,,,closed choice,grade4,social science,geography,Cities,Cities of the Southeast
test_03300,images/test/test_03300.png,Which animal is also adapted to be camouflaged in the snow?,"[""camel"", ""short-tailed weasel""]",2,"es live in the cold Arctic tundra. The  is adapted to be camouflaged in the snow.
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.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_03617,images/test/test_03617.png,Which animal is also adapted to be camouflaged in the snow?,"[""naked mole rat"", ""ptarmigan""]",2,"es live in the cold Arctic tundra. The  is adapted to be camouflaged in the snow.
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.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_00137,images/test/test_00137.png,What is the name of the colony shown?,"[""New Jersey"", ""South Carolina"", ""West Virginia"", ""Rhode Island""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_03361,images/test/test_03361.png,Which of the following fossils is younger? Select the more likely answer.,"[""palm leaf"", ""feather""]",2,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.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
test_03195,images/test/test_03195.png,Which of the following fossils is younger? Select the more likely answer.,"[""ginkgo leaf"", ""insect""]",2,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.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
test_03230,images/test/test_03230.png,Which of the following fossils is older? Select the more likely answer.,"[""insect"", ""ginkgo leaf""]",2,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.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
test_04014,images/test/test_04014.png,Which of the following fossils is younger? Select the more likely answer.,"[""feather"", ""ginkgo leaf""]",2,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.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
test_02637,images/test/test_02637.png,Which bird's beak is also adapted to get nectar out of long flowers?,"[""green violetear"", ""secretary bird""]",2,"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.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_00995,images/test/test_00995.png,Which animal's skin is also adapted for survival in cold places?,"[""snowy owl"", ""hairy armadillo""]",2,"Polar bears live in and around the cold Arctic Ocean. The 's skin is adapted to help the animal survive in cold places.
Figure: polar bear.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_02185,images/test/test_02185.png,Which animal's skin is also adapted for survival in cold places?,"[""Eurasian lynx"", ""thorny devil""]",2,"Polar bears live in and around the cold Arctic Ocean. The 's skin is adapted to help the animal survive in cold places.
Figure: polar bear.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_00914,images/test/test_00914.png,Which animal is also adapted to be camouflaged among dead leaves?,"[""plated leaf chameleon"", ""Arctic wolf""]",2,"Dead leaf mantises are found in forests. The mantis is adapted to be camouflaged among dead leaves.
Figure: dead leaf mantis.","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.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_00270,images/test/test_00270.png,What is the name of the colony shown?,"[""New York"", ""Rhode Island"", ""North Carolina"", ""New Jersey""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02913,images/test/test_02913.png,What is one reason people can't go to Mars?,"[""It's too far away."", ""It's too hot there.""]",2,"Read the passage about the Mars robot Curiosity.
People can't make it to Mars yet. It takes too long to get there, and it's not an easy place to live. So, scientists sent a robot to look around Mars for them. The robot is named Curiosity. One of its jobs is to find out if anything can live on Mars.
Curiosity has many cameras. It takes pictures as it moves around Mars. Curiosity sends the pictures back to the scientists on Earth. Scientists hope that the pictures will make it easier for us to visit Mars someday.",,closed choice,grade2,language science,reading-comprehension,Independent reading comprehension,Read and understand informational passages
test_01944,images/test/test_01944.png,"Is the following statement about our solar system true or false?
There are twice as many ice planets as rocky planets.","[""false"", ""true""]",2,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_00322,images/test/test_00322.png,Which of these cities is marked on the map?,"[""Miami"", ""Atlanta"", ""Nashville"", ""Oklahoma City""]",4,,,closed choice,grade4,social science,geography,Cities,Cities of the Southeast
test_00650,images/test/test_00650.png,Which of these cities is marked on the map?,"[""Nashville"", ""Houston"", ""Charlotte"", ""New Orleans""]",4,,,closed choice,grade4,social science,geography,Cities,Cities of the Southeast
test_03265,images/test/test_03265.png,What is the name of the colony shown?,"[""West Virginia"", ""New Hampshire"", ""Massachusetts"", ""New Jersey""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_01133,images/test/test_01133.png,Which animal is also adapted to be camouflaged in the snow?,"[""polar bear"", ""porcupine""]",2,"Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.
Figure: short-tailed weasel.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_03421,images/test/test_03421.png,What is the name of the colony shown?,"[""New Jersey"", ""Virginia"", ""North Carolina"", ""South Carolina""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_03322,images/test/test_03322.png,What is the name of the colony shown?,"[""West Virginia"", ""South Carolina"", ""Virginia"", ""North Carolina""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_00783,images/test/test_00783.png,What is the name of the colony shown?,"[""Georgia"", ""New Hampshire"", ""South Carolina"", ""West Virginia""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_01717,images/test/test_01717.png,Which type of force from the woman's finger will knock over the domino?,"[""pull"", ""push""]",2,A woman is going to topple a line of dominoes. Her finger applies a force to the first domino to knock it over.,"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.",closed choice,grade3,natural science,physics,Force and motion,Identify pushes and pulls
test_03855,images/test/test_03855.png,Which animal is also adapted to be camouflaged among green leaves?,"[""blue poison dart frog"", ""shield mantis""]",2,"Leaf-mimic katydids are insects that live in places like tropical forests. This katydid is adapted to be camouflaged among green leaves.
Figure: leaf-mimic katydid.","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.",closed choice,grade3,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_02081,images/test/test_02081.png,What is the name of the colony shown?,"[""New Hampshire"", ""West Virginia"", ""Virginia"", ""New York""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_03390,images/test/test_03390.png,What is the name of the colony shown?,"[""West Virginia"", ""Maryland"", ""Washington, D.C."", ""Massachusetts""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_00264,images/test/test_00264.png,What is the name of the colony shown?,"[""Maryland"", ""Virginia"", ""Washington, D.C."", ""Rhode Island""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_01941,images/test/test_01941.png,What is the name of the colony shown?,"[""Maryland"", ""Washington, D.C."", ""Virginia"", ""New York""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02437,images/test/test_02437.png,Does Rhizophora mangle have cells that have a nucleus?,"[""yes"", ""no""]",2,"This organism is Rhizophora mangle. It is a member of the plant kingdom.
Rhizophora mangle is commonly called a red mangrove. Red mangrove trees grow in or near water. They have strong roots that help prop, or hold, them up. These roots are also aerial, which means that they can grow above the ground. So, the red mangrove roots are called aerial prop roots.","In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
 | Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes",yes or no,grade5,natural science,biology,Classification,"Describe, classify, and compare kingdoms"
test_01191,images/test/test_01191.png,Which bird's beak is also adapted to crack hard seeds?,"[""common swift"", ""Asian golden weaver""]",2,"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.",closed choice,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_03885,images/test/test_03885.png,Which animal is also adapted to be camouflaged in a sandy desert?,"[""horned viper"", ""European green lizard""]",2,"s live in the deserts of southern Africa. The  is adapted to be camouflaged in a sandy desert.
Figure: Namaqua chameleon.","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.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_03321,images/test/test_03321.png,Which of the following fossils is older? Select the more likely answer.,"[""fern"", ""insect""]",2,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.",closed choice,grade8,natural science,earth-science,Fossils,Compare ages of fossils in a rock sequence
test_00951,images/test/test_00951.png,What is the name of the colony shown?,"[""Rhode Island"", ""Indiana"", ""New Hampshire"", ""Massachusetts""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02174,images/test/test_02174.png,What is the name of the colony shown?,"[""Virginia"", ""South Carolina"", ""Georgia"", ""North Carolina""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02750,images/test/test_02750.png,Which of these cities is marked on the map?,"[""Omaha"", ""Chicago"", ""St. Louis"", ""Cleveland""]",4,,,closed choice,grade5,social science,geography,Cities,Cities of the Midwest
test_00559,images/test/test_00559.png,What is the name of the colony shown?,"[""Maryland"", ""New Jersey"", ""Virginia"", ""West Virginia""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_00522,images/test/test_00522.png,What type of rock is conglomerate?,"[""sedimentary"", ""igneous"", ""metamorphic""]",3,"This is a piece of conglomerate. Conglomerate has grains of various sizes, such as sand, mud, and pebbles. Do you see the pebbles that are part of this rock?
Conglomerate forms when sediments of different sizes are deposited in one place. This usually happens in riverbeds. Conglomerate forms when layers of sand, mud, and pebbles 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.",closed choice,grade7,natural science,earth-science,Rocks and minerals,"Classify rocks as igneous, sedimentary, or metamorphic"
test_02094,images/test/test_02094.png,What is the name of the colony shown?,"[""New York"", ""Rhode Island"", ""Delaware"", ""Virginia""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_00174,images/test/test_00174.png,What is the name of the colony shown?,"[""New Hampshire"", ""Vermont"", ""New York"", ""Delaware""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_00357,images/test/test_00357.png,What is the name of the colony shown?,"[""North Carolina"", ""Mississippi"", ""New York"", ""Massachusetts""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_00411,images/test/test_00411.png,What is the name of the colony shown?,"[""New Jersey"", ""New York"", ""Maryland"", ""Delaware""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_03289,images/test/test_03289.png,What is the name of the colony shown?,"[""Pennsylvania"", ""New Jersey"", ""New York"", ""Maryland""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_04113,images/test/test_04113.png,What is the name of the colony shown?,"[""Rhode Island"", ""South Carolina"", ""Pennsylvania"", ""Tennessee""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_03865,images/test/test_03865.png,What is the name of the colony shown?,"[""New Jersey"", ""Pennsylvania"", ""Virginia"", ""New York""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_01694,images/test/test_01694.png,What is the name of the colony shown?,"[""New York"", ""Pennsylvania"", ""Delaware"", ""New Jersey""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_00822,images/test/test_00822.png,What is the name of the colony shown?,"[""North Carolina"", ""Rhode Island"", ""Delaware"", ""Georgia""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_01566,images/test/test_01566.png,"Based on the time line, what does Romeo do after he fights with Tybalt?","[""He makes a plan with Juliet to run away."", ""He meets Juliet at the ball.""]",2,This time line shows events from Romeo and Juliet by William Shakespeare.,"A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.",closed choice,grade5,language science,writing-strategies,Visual elements,Read graphic organizers
test_00848,images/test/test_00848.png,What is the name of the colony shown?,"[""Iowa"", ""New Hampshire"", ""Vermont"", ""New York""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_01037,images/test/test_01037.png,What is the name of the colony shown?,"[""Massachusetts"", ""Rhode Island"", ""New Hampshire"", ""Vermont""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_00002,images/test/test_00002.png,What is the name of the colony shown?,"[""Maryland"", ""New Hampshire"", ""Rhode Island"", ""Vermont""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02034,images/test/test_02034.png,What is the name of the colony shown?,"[""Massachusetts"", ""Maryland"", ""North Carolina"", ""New Hampshire""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_00144,images/test/test_00144.png,What is the name of the colony shown?,"[""Maine"", ""Maryland"", ""New Hampshire"", ""North Carolina""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_01918,images/test/test_01918.png,What is the name of the colony shown?,"[""Rhode Island"", ""Michigan"", ""Massachusetts"", ""New Jersey""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_03360,images/test/test_03360.png,What is the name of the colony shown?,"[""South Carolina"", ""Massachusetts"", ""New Jersey"", ""Georgia""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_00911,images/test/test_00911.png,What is the name of the colony shown?,"[""New York"", ""Connecticut"", ""New Hampshire"", ""Massachusetts""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_02080,images/test/test_02080.png,What is the name of the colony shown?,"[""Delaware"", ""South Carolina"", ""Pennsylvania"", ""New Jersey""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_00407,images/test/test_00407.png,What is the name of the colony shown?,"[""Maine"", ""Rhode Island"", ""New York"", ""Virginia""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_03771,images/test/test_03771.png,What is the name of the colony shown?,"[""Tennessee"", ""North Carolina"", ""Rhode Island"", ""Georgia""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_02562,images/test/test_02562.png,What is the name of the colony shown?,"[""New Hampshire"", ""Kentucky"", ""Georgia"", ""Rhode Island""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_01946,images/test/test_01946.png,What is the name of the colony shown?,"[""New Hampshire"", ""Georgia"", ""Rhode Island"", ""Connecticut""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_01308,images/test/test_01308.png,What is the name of the colony shown?,"[""Massachusetts"", ""Maryland"", ""New York"", ""Rhode Island""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_04064,images/test/test_04064.png,What is the name of the colony shown?,"[""Virginia"", ""New Jersey"", ""Kentucky"", ""Massachusetts""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_01126,images/test/test_01126.png,What is the name of the colony shown?,"[""Massachusetts"", ""Virginia"", ""Maryland"", ""Rhode Island""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02661,images/test/test_02661.png,What is the name of the colony shown?,"[""Massachusetts"", ""Pennsylvania"", ""South Carolina"", ""Wisconsin""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_02237,images/test/test_02237.png,What is the name of the colony shown?,"[""Massachusetts"", ""Ohio"", ""Indiana"", ""New Hampshire""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_03057,images/test/test_03057.png,What is the name of the colony shown?,"[""Vermont"", ""New Hampshire"", ""Massachusetts"", ""Connecticut""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_00830,images/test/test_00830.png,Which month is the hottest on average in Cape Town?,"[""April, May, and November"", ""December, January, February, and March"", ""August, September, October, and November""]",3,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.",closed choice,grade4,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_00291,images/test/test_00291.png,Which animal is also adapted to be camouflaged in the snow?,"[""Arctic hare"", ""camel""]",2,"Polar bears live in and around the cold Arctic Ocean. The  is adapted to be camouflaged in the snow.
Figure: polar bear.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.",closed choice,grade5,natural science,biology,Adaptations,Animal adaptations: skins and body coverings
test_02411,images/test/test_02411.png,What is the name of the colony shown?,"[""Connecticut"", ""Georgia"", ""Indiana"", ""North Carolina""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_03511,images/test/test_03511.png,What is the name of the colony shown?,"[""Wisconsin"", ""South Carolina"", ""Alabama"", ""Vermont""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_02581,images/test/test_02581.png,What is the name of the colony shown?,"[""Florida"", ""Virginia"", ""Vermont"", ""West Virginia""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_04205,images/test/test_04205.png,What is the name of the colony shown?,"[""Virginia"", ""Delaware"", ""Georgia"", ""West Virginia""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_03959,images/test/test_03959.png,What is the name of the colony shown?,"[""Virginia"", ""Florida"", ""South Carolina"", ""Maryland""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_03746,images/test/test_03746.png,What is the name of the colony shown?,"[""Maryland"", ""North Carolina"", ""Delaware"", ""Virginia""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_00358,images/test/test_00358.png,What is the name of the colony shown?,"[""Massachusetts"", ""Virginia"", ""Georgia"", ""New Hampshire""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_01733,images/test/test_01733.png,What is the name of the colony shown?,"[""Tennessee"", ""Virginia"", ""Maryland"", ""West Virginia""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_00907,images/test/test_00907.png,What is the name of the colony shown?,"[""Virginia"", ""New York"", ""Delaware"", ""Vermont""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_01281,images/test/test_01281.png,What is the name of the colony shown?,"[""Connecticut"", ""Vermont"", ""New York"", ""Pennsylvania""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_03601,images/test/test_03601.png,What is the name of the colony shown?,"[""Delaware"", ""Kentucky"", ""New York"", ""Vermont""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02086,images/test/test_02086.png,What is the name of the colony shown?,"[""Virginia"", ""Connecticut"", ""New Hampshire"", ""Pennsylvania""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_01815,images/test/test_01815.png,What is the name of the colony shown?,"[""Georgia"", ""Rhode Island"", ""Pennsylvania"", ""Iowa""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_03163,images/test/test_03163.png,What is the name of the colony shown?,"[""Delaware"", ""New Hampshire"", ""Michigan"", ""Pennsylvania""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02504,images/test/test_02504.png,What is the name of the colony shown?,"[""Georgia"", ""North Carolina"", ""Tennessee"", ""Pennsylvania""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_03081,images/test/test_03081.png,What is the name of the colony shown?,"[""Pennsylvania"", ""Wisconsin"", ""New York"", ""Florida""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02235,images/test/test_02235.png,Does Chelonoidis nigra have cells that have a nucleus?,"[""no"", ""yes""]",2,"This organism is Chelonoidis nigra. It is a member of the animal kingdom.
Chelonoidis nigra is commonly called a Galápagos giant tortoise. These large tortoises live on the Galápagos Islands. When Spanish sailors arrived at these islands in the 1530s, about 200,000 Galápagos giant tortoises lived on the islands. The Spanish sailors named the islands after a Spanish word for tortoise, galápago.","In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
 | Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes",yes or no,grade5,natural science,biology,Classification,"Describe, classify, and compare kingdoms"
test_00442,images/test/test_00442.png,What is the name of the colony shown?,"[""Connecticut"", ""Pennsylvania"", ""New Hampshire"", ""Vermont""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_02677,images/test/test_02677.png,What is the name of the colony shown?,"[""Florida"", ""South Carolina"", ""Maryland"", ""Tennessee""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_00392,images/test/test_00392.png,What is the name of the colony shown?,"[""Maryland"", ""New York"", ""Illinois"", ""Connecticut""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_04096,images/test/test_04096.png,What is the name of the colony shown?,"[""Illinois"", ""New Jersey"", ""Tennessee"", ""Maryland""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02191,images/test/test_02191.png,What is the name of the colony shown?,"[""New Jersey"", ""Delaware"", ""Michigan"", ""Indiana""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02901,images/test/test_02901.png,What is the name of the colony shown?,"[""New Jersey"", ""Delaware"", ""Maine"", ""Pennsylvania""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02988,images/test/test_02988.png,What is the name of the colony shown?,"[""South Carolina"", ""Connecticut"", ""Massachusetts"", ""Georgia""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_00692,images/test/test_00692.png,Which animal's mouth is also adapted to eat plant matter?,"[""spotted deer"", ""Nile crocodile""]",2,"Kudus are herbivores, or plant eaters. They eat leaves and shoots. The 's mouth is adapted to grind up and eat plant matter.
Figure: kudu.","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.",closed choice,grade3,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_01469,images/test/test_01469.png,What is the name of the colony shown?,"[""New Hampshire"", ""Delaware"", ""Kentucky"", ""Wisconsin""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_03902,images/test/test_03902.png,What is the name of the colony shown?,"[""Virginia"", ""Massachusetts"", ""Rhode Island"", ""Maryland""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_01521,images/test/test_01521.png,What type of rock is sandstone?,"[""igneous"", ""metamorphic"", ""sedimentary""]",3,"This is a piece of sandstone. Sandstone forms below the ground in places like deserts and beaches. This piece of rock shows dark and light layers.
Sandstone forms from sand grains. Sand grains are tiny pieces of rock that are broken off by water, wind, or ice. Layers of sand can build up in some places. Over time, these layers can get compacted into sandstone.","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.",closed choice,grade6,natural science,earth-science,Rocks and minerals,"Classify rocks as igneous, sedimentary, or metamorphic"
test_01767,images/test/test_01767.png,"Based on the Venn diagram, what do the Odyssey and the Aeneid have in common?","[""They are both set after the Trojan War."", ""They were both written by Virgil.""]",2,This Venn diagram shows information about two ancient poems.,"A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.",closed choice,grade6,language science,writing-strategies,Visual elements,Read graphic organizers
test_03245,images/test/test_03245.png,What is the name of the colony shown?,"[""Maryland"", ""Massachusetts"", ""Illinois"", ""Connecticut""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_01520,images/test/test_01520.png,What is the name of the colony shown?,"[""Pennsylvania"", ""Connecticut"", ""Massachusetts"", ""Wisconsin""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_00212,images/test/test_00212.png,What is the name of the colony shown?,"[""Pennsylvania"", ""Vermont"", ""Tennessee"", ""Michigan""]",4,,,closed choice,grade5,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_03736,images/test/test_03736.png,What is the name of the colony shown?,"[""Vermont"", ""Maine"", ""Alabama"", ""Pennsylvania""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02571,images/test/test_02571.png,What is the name of the colony shown?,"[""Maine"", ""Pennsylvania"", ""Delaware"", ""Massachusetts""]",4,,,closed choice,grade4,social science,us-history,English colonies in North America,Identify the Thirteen Colonies
test_02120,images/test/test_02120.png,What is the name of the colony shown?,"[""Delaware"", ""Georgia"", ""Indiana"", ""Maryland""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_00464,images/test/test_00464.png,Which three months have over 200millimeters of precipitation in Singapore?,"[""November, December, and January"", ""August, September, and October"", ""May, June, and July""]",3,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.",closed choice,grade3,natural science,earth-science,Weather and climate,Use climate data to make predictions
test_01605,images/test/test_01605.png,What is the name of the colony shown?,"[""Iowa"", ""Connecticut"", ""Virginia"", ""Maine""]",4,,,closed choice,grade7,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_00465,images/test/test_00465.png,Is scoria a mineral or a rock?,"[""rock"", ""mineral""]",2,"Scoria has the following properties:
no fixed crystal structure
has many small holes
not a pure substance
found in nature
solid
not made by organisms","Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!",closed choice,grade8,natural science,earth-science,Rocks and minerals,Identify rocks and minerals
test_01307,images/test/test_01307.png,Which fish's mouth is also adapted for tearing through meat?,"[""starry moray"", ""copperband butterflyfish""]",2,"Piranhas eat mostly fish. The 's mouth is adapted to tear through meat.
Figure: piranha.","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.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_02423,images/test/test_02423.png,What is the name of the colony shown?,"[""Maine"", ""Connecticut"", ""Delaware"", ""Pennsylvania""]",4,,,closed choice,grade8,social science,us-history,Colonial America,Identify the Thirteen Colonies
test_00929,images/test/test_00929.png,Which statement describes the Cerrado ecosystem?,"[""It has warm summers and warm winters."", ""It has a small amount of rain.""]",2,"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",closed choice,grade8,natural science,biology,Ecosystems,Describe ecosystems
test_01296,images/test/test_01296.png,Which animal's mouth is also adapted to tear through meat?,"[""aardvark"", ""Eurasian lynx""]",2,"Leopards are carnivores, or meat eaters. They eat large mammals like deer and antelope. The 's mouth is adapted to tear through meat.
Figure: 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 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.",closed choice,grade4,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_04148,images/test/test_04148.png,"In this food chain, the amphipod is a consumer. Why?","[""It eats another living thing."", ""It makes its own food.""]",2,"This diagram shows a food chain from Lake Superior, a freshwater ecosystem on the border of the United States and Canada.","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.",closed choice,grade3,natural science,biology,Ecosystems,Identify roles in food chains
test_00506,images/test/test_00506.png,"Is the following statement about our solar system true or false?
Three-quarters of the planets are larger than Venus.","[""false"", ""true""]",2,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_02817,images/test/test_02817.png,"Is the following statement about our solar system true or false?
50% of the planets are made mainly of gas.","[""true"", ""false""]",2,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_03749,images/test/test_03749.png,"Is the following statement about our solar system true or false?
Saturn's volume is more than 50% of Jupiter's volume.","[""false"", ""true""]",2,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.",true-or false,grade6,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_01142,images/test/test_01142.png,"Is the following statement about our solar system true or false?
75% of the planets are made mainly of rock.","[""true"", ""false""]",2,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.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_01550,images/test/test_01550.png,"Is the following statement about our solar system true or false?
50% of the planets are made mainly of gas.","[""true"", ""false""]",2,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.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_01575,images/test/test_01575.png,"Is the following statement about our solar system true or false?
75% of the planets are made mainly of rock.","[""false"", ""true""]",2,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.",true-or false,grade7,natural science,earth-science,Astronomy,Analyze data to compare properties of planets
test_01089,images/test/test_01089.png,Which animal's mouth is also adapted for bottom feeding?,"[""bat ray"", ""emperor angelfish""]",2,"Sturgeons eat invertebrates, plants, and small fish. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.
The 's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.
Figure: sturgeon.","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.",closed choice,grade5,natural science,biology,Adaptations,"Animal adaptations: beaks, mouths, and necks"
test_00920,images/test/test_00920.png,How does thick fur help animals in wintertime?,"[""It keeps them warm by trapping their body heat."", ""It makes them look older.""]",2,"Read the passage about winter coats.
People put on winter coats when it's cold outside, and some animals have winter coats, too! They grow extra-thick coats of fur to keep warm in winter. The thick fur traps their body heat and keeps it close to their skin. Many wild animals grow winter coats. But so do some cats and dogs.
Some animals, like arctic foxes, also change coat colors in winter. They shed their brown fur and grow thick white coats. Their white coats help them hide from other animals in the snow.",,closed choice,grade2,language science,reading-comprehension,Independent reading comprehension,Read and understand informational passages
test_02944,images/test/test_02944.png,Which animal's limbs are also adapted for climbing trees?,"[""California sea lion"", ""lar gibbon""]",2,"Three-toed sloths live in the forests of Central and South America. Their limbs are adapted for climbing trees.
Figure: three-toed sloth.","An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
Arms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.",closed choice,grade4,natural science,biology,Adaptations,Animal adaptations: feet and limbs
test_02444,images/test/test_02444.png,Is Hevea brasiliensis made up of many cells?,"[""yes"", ""no""]",2,"This organism is Hevea brasiliensis. It is a member of the plant kingdom.
Hevea brasiliensis is commonly called a rubber tree. Rubber trees make a white liquid called latex. Rubber trees use latex for protection. Latex has a bad taste and can be poisonous to some animals. So, the latex helps to stop animals from eating the rubber tree's leaves and branches.","In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
 | Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes",yes or no,grade4,natural science,biology,Classification,"Describe, classify, and compare kingdoms"
test_01616,images/test/test_01616.png,Does Asimina triloba have cells that have a nucleus?,"[""yes"", ""no""]",2,"This organism is Asimina triloba. It is a member of the plant kingdom.
Asimina triloba is commonly called the pawpaw. Pawpaw trees grow in the southeastern part of the United States. They have large, sweet fruit. The fruit is sometimes called a prairie banana.","In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
 | Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes",yes or no,grade5,natural science,biology,Classification,"Describe, classify, and compare kingdoms"