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train/1200 | What is the capital of Idaho? | [
"Sacramento",
"Olympia",
"Boise",
"Santa Fe"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Boise is the capital of Idaho. | ||
train/1201 | 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"
] | 2 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade6 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of... | Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average ... |
train/1202 | Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 0 | Figure: Lake Bunyonyi.
Many boats travel across Lake Bunyonyi in Uganda. There were light winds on the lake this morning.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade6 | natural science | earth-science | Weather and climate | Weather and climate around the world | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of ... | Read the passage carefully.
Many boats travel across Lake Bunyonyi in Uganda. There were light winds on the lake this morning.
The underlined part of the passage tells you about the wind on Lake Bunyonyi this morning. This passage describes the atmosphere at a certain place and time. So, this passage describes the weat... |
train/1203 | Which bird's beak is also adapted to catch insects? | [
"European nightjar",
"hanging parrot"
] | 0 | Superb fairywrens eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.
Figure: superb fairywren. | closed choice | grade4 | natural science | biology | Adaptations | Animal adaptations: beaks, mouths, and necks | 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. ... | Look at the picture of the superb fairywren.
A short, thin beak is light and easy to move. The superb fairywren uses its beak to grab fast-moving insects while flying.
Now look at each bird. Figure out which bird has a similar adaptation.
The European nightjar has a short, thin beak. Its beak is adapted to catch insect... |
train/1204 | Select the reptile below. | [
"zebra",
"box turtle"
] | 1 | Reptiles have scaly, waterproof skin. Most reptiles live on land. An American alligator is an example of a reptile. | closed choice | grade2 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification. | A box turtle is a reptile. It has scaly, waterproof skin.
A zebra is a mammal. It has hair and feeds its young milk. |
train/1205 | Which country is highlighted? | [
"the Marshall Islands",
"Australia",
"Kiribati",
"Nauru"
] | 2 | closed choice | grade8 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Kiribati. | ||
train/1206 | What is the name of the colony shown? | [
"Massachusetts",
"New Jersey",
"North Carolina",
"Georgia"
] | 2 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is North Carolina. | ||
train/1207 | 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."
] | 0 | Figure: Okavango Delta.
The Okavango Delta is a wetland ecosystem in Botswana, a country in southern Africa. | closed choice | grade3 | natural science | biology | Ecosystems | Describe ecosystems | An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there | A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, the Okavango Delta has soil that is rich in nutrients. It also has other water ecosystems nearby. |
train/1208 | Which animal is also adapted to be camouflaged among green leaves? | [
"blue poison dart frog",
"huntsman spider"
] | 1 | Green silver-lines are a type of moth. They are found in Asia and Europe. The is adapted to be camouflaged among green leaves.
Figure: green silver-line. | closed choice | grade5 | natural science | biology | Adaptations | Animal adaptations: skins and body coverings | 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... | Look at the picture of the green silver-line.
The green silver-line has a green body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
This huntsman spider has a green body. It is adapted to be camouflag... |
train/1209 | 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"
] | 0 | The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time d... | closed choice | grade6 | natural science | chemistry | Solutions | Diffusion across membranes | 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.
A... | Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there... |
train/1210 | Which animal's feet are also adapted for grabbing prey? | [
"common buzzard",
"white rhinoceros"
] | 0 | Ospreys eat fish, mammals, and other birds. The 's feet are adapted to grab prey.
Figure: osprey. | closed choice | grade4 | natural science | biology | Adaptations | Animal adaptations: feet and limbs | 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 m... | Look at the picture of the osprey.
The osprey has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the osprey attack and kill its prey. The long toes can help it hold on to its prey.
Now look at each animal. Figure out which animal has a similar adaptation.
The common buzzard... |
train/1211 | Which of the following could Devin's test show? | [
"how much athletes would sweat in the fabric",
"if the sample fabric would absorb one drop of water in less than one second",
"how long it would take the sample fabric to dry after it absorbed one drop of water"
] | 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 ques... | closed choice | grade7 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a... | |
train/1212 | Which is this organism's scientific name? | [
"sulfur-crested cockatoo",
"Cacatua galerita"
] | 1 | This organism is a sulfur-crested cockatoo. It is also called Cacatua galerita. | closed choice | grade7 | natural science | biology | Classification and scientific names | Identify common and scientific names | An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics,... | Cacatua galerita is written in italics. The first word is capitalized, and the second word is not.
So, Cacatua galerita is the scientific name. |
train/1213 | Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 0 | Two magnets are placed as shown. | closed choice | grade4 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The no... | To predict if these magnets will attract or repel, look at which poles are closest to each other.
The north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. |
train/1214 | Based on the map, why did Dred Scott believe he should be free after living at these two places? | [
"Fort Armstrong was in a free state and Fort Snelling was in a free territory.",
"Fort Armstrong was in a slave territory and Fort Snelling was in a free state.",
"Fort Snelling and Fort Armstrong were both in free states.",
"Fort Snelling and Fort Armstrong were both in slave states."
] | 0 | During the late 1850s, Americans were divided over the issue of slavery. On occasion, the Supreme Court ruled on important cases that involved slavery. These court decisions shaped many Americans' opinions about slavery.
In 1857, the Supreme Court made an important decision about slavery in the case Dred Scott v. Sandf... | closed choice | grade7 | social science | us-history | The Antebellum period | Causes of the Civil War: Dred Scott to secession | Look at the map.
Fort Armstrong was in Illinois. Fort Snelling was in Wisconsin. Illinois was a free state and Wisconsin was a free territory. So, Fort Armstrong was in a free state and Fort Snelling was in a free territory. In free states and territories, slavery was not allowed.
Because Dred Scott had lived in those ... | |
train/1215 | What can Avery and Kiera trade to each get what they want? | [
"Kiera can trade her almonds for Avery's tomatoes.",
"Avery can trade her tomatoes for Kiera's sandwich.",
"Kiera can trade her broccoli for Avery's oranges.",
"Avery can trade her tomatoes for Kiera's broccoli."
] | 3 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Avery and Kiera open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Avery wanted br... | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Avery wanted broccoli in her lunch and Kiera was hoping for tomatoes. Look at the labeled part of the images.
Avery has tomatoes. Kiera has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. | |
train/1216 | Is slate a mineral or a rock? | [
"mineral",
"rock"
] | 1 | Slate has the following properties:
solid
not a pure substance
no fixed crystal structure
not made by organisms
found in nature
dark-colored | closed choice | grade7 | natural science | earth-science | Rocks and minerals | Identify rocks and minerals | 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 cry... | The properties of slate match the properties of a rock. So, slate is a rock. |
train/1217 | Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 1 | Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart. | closed choice | grade2 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets.... | Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. |
train/1218 | Which property do these three objects have in common? | [
"blue",
"sour",
"stretchy"
] | 1 | Select the best answer. | closed choice | grade3 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. | Look at each object.
For each object, decide if it has that property.
A lemon has a sour taste. All three objects are sour.
A stretchy object gets longer when you pull on it. None of the objects are stretchy.
Blue is a color.
This color is blue. None of the objects are blue.
The property that all three objects have in ... |
train/1219 | Select the organism in the same species as the axolotl. | [
"Ambystoma mexicanum",
"Lissotriton helveticus",
"Taricha granulosa"
] | 0 | This organism is an axolotl. Its scientific name is Ambystoma mexicanum. | closed choice | grade4 | natural science | biology | Scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms... | An axolotl's scientific name is Ambystoma mexicanum.
Lissotriton helveticus does not have the same scientific name as an axolotl. So, Ambystoma mexicanum and Lissotriton helveticus are not in the same species.
Ambystoma mexicanum has the same scientific name as an axolotl. So, these organisms are in the same species.
T... |
train/1220 | What can Allie and Sandeep trade to each get what they want? | [
"Sandeep can trade his almonds for Allie's tomatoes.",
"Allie can trade her tomatoes for Sandeep's sandwich.",
"Allie can trade her tomatoes for Sandeep's broccoli.",
"Sandeep can trade his broccoli for Allie's oranges."
] | 2 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Allie and Sandeep open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Allie wanted ... | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Allie wanted broccoli in her lunch and Sandeep was hoping for tomatoes. Look at the labeled part of the images.
Allie has tomatoes. Sandeep has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. | |
train/1221 | Which specific humidity level was measured within the outlined area shown? | [
"15 grams of water vapor per kilogram of air",
"11 grams of water vapor per kilogram of air",
"5 grams of water vapor per kilogram of air"
] | 2 | The map below shows humidity in the lower atmosphere on February 21, 2017. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Africa on that day.
Look at the map. Then, answer the question below.
Data source: United Stat... | closed choice | grade7 | natural science | earth-science | Weather and climate | Identify and compare air masses | 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 th... | Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.
The legend tells you that this air mass contained air with specific humidity levels between 0 and 6 grams of water vapor per kilogram of air.
5 grams of water vapor per kilogram of... |
train/1222 | Think 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."
] | 2 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes. | closed choice | grade7 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets,... | The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magni... |
train/1223 | Select the amphibian below. | [
"brown tree frog",
"Tasmanian devil",
"bison",
"tiger shark"
] | 0 | Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A cane toad is an example of an amphibian. | closed choice | grade4 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. | A bison is a mammal. It has fur and feeds its young milk.
Male bison have horns. They can use their horns to defend themselves.
A tiger shark is a fish. It lives underwater. It has fins, not limbs.
Tiger sharks are nocturnal. This means that they are active mostly at night.
A brown tree frog is an amphibian. It has moi... |
train/1224 | What is the probability that a pea plant produced by this cross will be heterozygous for the stem height gene? | [
"2/4",
"1/4",
"3/4",
"0/4",
"4/4"
] | 0 | In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele for a tall stem (H) is dominant over the allele for a short stem (h).
This Punnett square shows a cross between two pea plants. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate probabilities of offspring types | 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 h... | |
train/1225 | Which of these continents does the prime meridian intersect? | [
"South America",
"Asia",
"Antarctica"
] | 2 | closed choice | grade4 | social science | geography | Maps | Use lines of latitude and longitude | 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° latit... | The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect South America or Asia. | |
train/1226 | Which bird's beak is also adapted to catch insects? | [
"European nightjar",
"military macaw"
] | 0 | Black-capped chickadees eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.
Figure: black-capped chickadee. | closed choice | grade3 | natural science | biology | Adaptations | Animal adaptations: beaks, mouths, and necks | 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. ... | Look at the picture of the black-capped chickadee.
A short, thin beak is light and easy to move. The black-capped chickadee uses its beak to grab fast-moving insects while flying.
Now look at each bird. Figure out which bird has a similar adaptation.
The European nightjar has a short, thin beak. Its beak is adapted to ... |
train/1227 | Which term matches the picture? | [
"logistic growth",
"exponential growth"
] | 1 | Read the text.
A population's growth is affected by factors in the environment, such as space, available food, predators, and disease. When a population inhabits an environment with abundant resources and few limiting factors, it can experience exponential growth. Under these conditions, a population grows increasingly... | closed choice | grade8 | language science | word-study | Domain-specific vocabulary | Determine the meaning of domain-specific words with pictures | When a population is in an environment with abundant resources it may experience exponential growth. Plotted on an x-y axis, exponential growth resembles a J-shaped curve. | |
train/1228 | Which of the following could John's test show? | [
"how well the weather station would work when it was windy",
"if the weather station would work when the temperature was 50°C"
] | 1 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the ques... | closed choice | grade6 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a... | |
train/1229 | Which of these states is farthest west? | [
"Maine",
"Delaware",
"Vermont",
"Rhode Island"
] | 1 | closed choice | grade3 | social science | geography | Geography | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north... | To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Delaware is farthest west. | |
train/1230 | Which of these cities is marked on the map? | [
"Boston",
"New York City",
"Baltimore",
"Pittsburgh"
] | 2 | closed choice | grade4 | social science | geography | Cities | Cities of the Northeast | The city is Baltimore, Maryland. Boston, New York City, and Pittsburgh are marked with gray circles on the map below. | ||
train/1231 | What is the capital of New Hampshire? | [
"Helena",
"Concord",
"Nashville",
"Trenton"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Northeast | Concord is the capital of New Hampshire. | ||
train/1232 | In this food chain, the sea squirt is a primary consumer. Why? | [
"It eats a producer.",
"It makes its own food.",
"It eats a tertiary consumer."
] | 0 | This diagram shows a food chain from Chesapeake Bay, an estuary ecosystem in Maryland and Virginia. | closed choice | grade5 | natural science | biology | Ecosystems | Identify roles in food chains | 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. Ca... | In this food chain, the sea squirt is a primary consumer because it eats a producer. The producer in this food chain is the seagrass. |
train/1233 | What is the name of the colony shown? | [
"Alabama",
"Connecticut",
"Vermont",
"New Hampshire"
] | 3 | closed choice | grade5 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is New Hampshire.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. | ||
train/1234 | What is the capital of New Hampshire? | [
"Manchester",
"Trenton",
"Boston",
"Concord"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Northeast | Concord is the capital of New Hampshire. | ||
train/1235 | Identify the question that Joseph's experiment can best answer. | [
"Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?",
"Can pennies hold more drops of pure water or water mixed with hand soap?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Joseph used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Joseph recorded the number of drops he could add before the ... | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was gr... | |
train/1236 | Which animal is also adapted to be camouflaged in a sandy desert? | [
"flat-tail horned lizard",
"European green lizard"
] | 0 | Horned vipers live in the deserts of Africa and the Middle East. The is adapted to be camouflaged in a sandy desert.
Figure: horned viper. | closed choice | grade5 | natural science | biology | Adaptations | Animal adaptations: skins and body coverings | 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... | Look at the picture of the horned viper.
The horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The flat-tail horned lizard has sand-colored scales co... |
train/1237 | What is the capital of Colorado? | [
"Boulder",
"Atlanta",
"Seattle",
"Denver"
] | 3 | closed choice | grade5 | social science | geography | State capitals | Identify the 50 state capitals | Denver is the capital of Colorado. | ||
train/1238 | What is the capital of Arizona? | [
"Charleston",
"Memphis",
"Phoenix",
"Tucson"
] | 2 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Phoenix is the capital of Arizona. | ||
train/1239 | Which of these organisms contains matter that was once part of the bilberry? | [
"barren-ground caribou",
"snowy owl"
] | 1 | Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | closed choice | grade7 | natural science | biology | Ecological interactions | Interpret food webs II | 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 sho... | Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.There is one path matter can take from the bilberry to the snowy owl: bilberry->brown lemming->short-tailed weasel->snowy owl. There are two paths matter can take from the ... |
train/1240 | Select the organism in the same species as the Andean gull. | [
"Larus livens",
"Goura victoria",
"Chroicocephalus serranus"
] | 2 | This organism is an Andean gull. Its scientific name is Chroicocephalus serranus. | closed choice | grade6 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms... | An Andean gull's scientific name is Chroicocephalus serranus.
Chroicocephalus serranus has the same scientific name as an Andean gull. So, these organisms are in the same species.
Goura victoria does not have the same scientific name as an Andean gull. So, Chroicocephalus serranus and Goura victoria are not in the same... |
train/1241 | Which property do these three objects have in common? | [
"transparent",
"flexible",
"colorful"
] | 2 | Select the best answer. | closed choice | grade4 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects... | Look at each object.
For each object, decide if it has that property.
A colorful object has one or more bright colors. All three objects are colorful.
You can see clearly through a transparent object. The flip-flops and the hot air balloon are not transparent.
A flexible object can be folded or bent without breaking ea... |
train/1242 | Select the organism in the same species as the black-headed gull. | [
"Chroicocephalus ridibundus",
"Cyanocitta cristata",
"Goura cristata"
] | 0 | This organism is a black-headed gull. Its scientific name is Chroicocephalus ridibundus. | closed choice | grade8 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms... | A black-headed gull's scientific name is Chroicocephalus ridibundus.
Cyanocitta cristata does not have the same scientific name as a black-headed gull. So, Chroicocephalus ridibundus and Cyanocitta cristata are not in the same species.
Goura cristata does not have the same scientific name as a black-headed gull. So, Ch... |
train/1243 | Complete the sentence.
The mutation in the () affected the structure and function of the (). | [
"MCR1 protein . . . MCR1 gene",
"MCR1 gene . . . MCR1 protein"
] | 1 | The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.
The hairs in a jaguar's coat are colored by molecules called pigments. The pigments are made in cells at the base of each hair. When these cells make light pig... | closed choice | grade6 | natural science | biology | Genes to traits | Describe the effects of gene mutations on organisms | 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... | A mutation in a gene may affect the protein it encodes.
So, the mutation in the MCR1 gene affected the structure and function of the MCR1 protein. |
train/1244 | What can a seed grow into? | [
"a flower",
"a fruit",
"a new plant"
] | 2 | This watermelon has seeds inside. | closed choice | grade4 | natural science | biology | Plants | Describe and construct flowering plant life cycles | Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?
First, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen i... | A seed can germinate and grow into a new plant.
The new plant can grow fruit and flowers. But a seed does not grow into a fruit or a flower. |
train/1245 | Which country is highlighted? | [
"Antigua and Barbuda",
"Saint Kitts and Nevis",
"Barbados",
"Dominica"
] | 0 | closed choice | grade6 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is Antigua and Barbuda. | ||
train/1246 | Which continent is highlighted? | [
"Europe",
"Africa",
"South America",
"Australia"
] | 3 | closed choice | grade3 | social science | geography | Geography | Identify oceans and continents | A continent is one of the seven largest areas of land on earth. | This continent is Australia. | |
train/1247 | Think 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."
] | 2 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes. | closed choice | grade8 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets,... | Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnit... |
train/1248 | Complete the sentence.
An Indian flying fox is a (). | [
"bird",
"bat",
"fox"
] | 1 | This picture shows an Indian flying fox. | closed choice | grade2 | natural science | literacy-in-science | Animals | Pollinator: Indian flying fox | Indian flying foxes are bats. Bats are mammals with webbed wings. Like other mammals, they have fur and feed their young milk. | |
train/1249 | What do seeds grow into? | [
"fruit",
"flowers",
"new plants"
] | 2 | This drawing shows tomato seeds. | closed choice | grade2 | natural science | biology | Plants | How do flowering plants make new plants? | Many plants have flowers. These plants can use their flowers to make new plants. How do plants use their flowers to make new plants?
Flowers make a powder called pollen. Animals, wind, or water can move pollen. They can move pollen to the female part of the flower. Then, the pollen helps the flower grow seeds and fruit... | Seeds can grow into new plants.
The new plants can grow fruit and flowers. But seeds do not grow directly into fruit or flowers. |
train/1250 | Which animal's mouth is also adapted to eat plant matter? | [
"zebra",
"cougar"
] | 0 | Impalas are herbivores, or plant eaters. They eat grass and leaves. The 's mouth is adapted to grind up and eat plant matter.
Figure: impala. | closed choice | grade3 | natural science | biology | Adaptations | Animal adaptations: beaks, mouths, and necks | 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 ... | Look at the picture of the impala.
The impala has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the impala reach leaves and grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.
Now look at each animal. Figure out which animal has a sim... |
train/1251 | Is the following statement about our solar system true or false?
The volume of Mercury is less than one-tenth of the volume of Earth. | [
"true",
"false"
] | 0 | Use the data to answer the question below. | true-or false | grade7 | natural science | earth-science | Astronomy | Analyze data to compare properties of planets | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice. | To determine if this statement is true, calculate the value of one-tenth the volume of Earth.
Then compare the result to the volume of Mercury. The volume of Mercury is 60 billion km^3, which is less than 109 billion km^3. So, the volume of Mercury is less than one-tenth of the volume of Earth. |
train/1252 | What is the capital of Wisconsin? | [
"Madison",
"Green Bay",
"Cleveland",
"Des Moines"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Midwest | Madison is the capital of Wisconsin. | ||
train/1253 | Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 0 | Two magnets are placed as shown. | closed choice | grade4 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.
Here are some examples of magnets. The no... | To predict if these magnets will attract or repel, look at which poles are closest to each other.
The north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. |
train/1254 | Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 1 | Figure: London.
It is rare for snow to fall in London.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade4 | natural science | earth-science | Weather and climate | Weather and climate around the world | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of ... | Read the passage carefully.
It is rare for snow to fall in London.
This passage tells you about the usual pattern of precipitation in London. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. |
train/1255 | Which is this organism's scientific name? | [
"Actias luna",
"luna moth"
] | 0 | This organism is a luna moth. It is also called Actias luna. | closed choice | grade7 | natural science | biology | Classification and scientific names | Identify common and scientific names | An organism's common name is the name that people normally call the organism. Common names often contain words you know.
An organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.
Scientific names are written in italics,... | Actias luna is written in italics. The first word is capitalized, and the second word is not.
So, Actias luna is the scientific name. |
train/1256 | Which country is highlighted? | [
"Samoa",
"Kiribati",
"the Marshall Islands",
"Solomon Islands"
] | 2 | closed choice | grade6 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is the Marshall Islands.
Does the Marshall Islands have any territorial disputes?
The Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.
The United States claimed Wake Island in 1899 and has... | ||
train/1257 | Complete the statement.
Carbon dioxide is (). | [
"a compound",
"an elementary substance"
] | 0 | The model below represents a molecule of carbon dioxide. Carbon dioxide is the gas that forms the bubbles in soft drinks and sparkling water. | closed choice | grade7 | natural science | chemistry | Atoms and molecules | Classify elementary substances and compounds using models | 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 ... | Use the model to determine whether carbon dioxide is an elementary substance or a compound.
Step 1: Interpret the model.
.
Use the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chem... |
train/1258 | What is the capital of North Dakota? | [
"Bismarck",
"Saint Paul",
"Fargo",
"Pierre"
] | 0 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Midwest | Bismarck is the capital of North Dakota. | ||
train/1259 | Select the organism in the same genus as the Canada lynx. | [
"Lynx canadensis",
"Felis catus",
"Felis chaus"
] | 0 | This organism is a Canada lynx. Its scientific name is Lynx canadensis. | closed choice | grade7 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms... | A Canada lynx's scientific name is Lynx canadensis. The first word of its scientific name is Lynx.
Felis catus is in the genus Felis. The first word of its scientific name is Felis. So, Felis catus and Lynx canadensis are not in the same genus.
This organism and the Canada lynx are in the same genus and the same specie... |
train/1260 | What is the capital of Nevada? | [
"Carson City",
"Boise",
"Sacramento",
"Reno"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Carson City is the capital of Nevada. | ||
train/1261 | Which country is highlighted? | [
"Kiribati",
"Nauru",
"the Marshall Islands",
"Vanuatu"
] | 1 | closed choice | grade6 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Nauru. | ||
train/1262 | Select the organism in the same species as the Ural owl. | [
"Tyto alba",
"Strix uralensis",
"Falco peregrinus"
] | 1 | This organism is a Ural owl. Its scientific name is Strix uralensis. | closed choice | grade4 | natural science | biology | Scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms... | A Ural owl's scientific name is Strix uralensis.
Strix uralensis has the same scientific name as a Ural owl. So, these organisms are in the same species.
Tyto alba does not have the same scientific name as a Ural owl. So, Strix uralensis and Tyto alba are not in the same species.
Falco peregrinus does not have the same... |
train/1263 | Select the amphibian below. | [
"bull shark",
"red salamander"
] | 1 | Amphibians have moist skin and begin their lives in water. An olive toad is an example of an amphibian. | closed choice | grade3 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification. | A bull shark is a fish. It lives underwater. It has fins, not limbs.
Bull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.
A red salamander is an amphibian. It has moist skin and begins its life in water.
Red salamanders do not have lungs. They breathe through th... |
train/1264 | Which i in row B? | [
"the theater",
"the fire department",
"the grocery store",
"the fast-food restaurant"
] | 1 | closed choice | grade3 | social science | geography | Geography | Use a letter-number grid | A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.
A row is a line of squares that goes from side to side. Rows are marked with letters.
A column is a line of squares that goes up and down. Columns are marked with numbers. | The fire department is in row B. | |
train/1265 | Think 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."
] | 2 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets,... | The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the ... |
train/1266 | Which property do these two objects have in common? | [
"breakable",
"soft"
] | 0 | Select the better answer. | closed choice | grade2 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
Different objects can have the same properties. You can use these properties to put objects into groups. | Look at each object.
For each object, decide if it has that property.
A soft object changes shape when you squeeze it. Neither of the objects are soft.
A breakable object will break into pieces if you drop it. Both objects are breakable.
The property that both objects have in common is breakable. |
train/1267 | Think 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."
] | 1 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets,... | The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are... |
train/1268 | Identify the question that Colton's experiment can best answer. | [
"Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?",
"Can pennies hold more drops of pure water or water mixed with hand soap?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Colton used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Colton recorded the number of drops he could add before the ... | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was gr... | |
train/1269 | Which of these states is farthest north? | [
"Arkansas",
"North Carolina",
"Illinois",
"Arizona"
] | 2 | closed choice | grade5 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north... | To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Illinois is farthest north. | |
train/1270 | Which is the main persuasive appeal used in this ad? | [
"ethos (character)",
"logos (reason)",
"pathos (emotion)"
] | 1 | closed choice | grade7 | language science | writing-strategies | Persuasive strategies | Identify appeals to ethos, pathos, and logos in advertisements | 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... | The ad appeals to logos, or reason. It mentions clinical trials and uses specific figures (4 times as effective). | |
train/1271 | Which of these states is farthest east? | [
"Montana",
"Arkansas",
"Washington",
"Kansas"
] | 1 | closed choice | grade3 | social science | geography | Geography | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north... | To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Arkansas is farthest east. | |
train/1272 | Is a hammer a solid, a liquid, or a gas? | [
"a solid",
"a gas",
"a liquid"
] | 0 | closed choice | grade2 | natural science | physics | States of matter | Classify matter as solid, liquid, or gas | 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 i... | A hammer is a solid. A solid has a size and shape of its own.
A hammer is made of iron and wood. Both iron and wood are solids. | |
train/1273 | What is the name of the colony shown? | [
"North Carolina",
"Maryland",
"South Carolina",
"Indiana"
] | 0 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is North Carolina. | ||
train/1274 | 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."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | closed choice | grade3 | natural science | physics | Magnets | Compare strengths of magnetic forces | Magnets can pull or push on each other without 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 c... | Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. |
train/1275 | What is the capital of Mississippi? | [
"Burlington",
"Austin",
"Albuquerque",
"Jackson"
] | 3 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Southeast | Jackson is the capital of Mississippi. | ||
train/1276 | Which country is highlighted? | [
"Fiji",
"Palau",
"the Federated States of Micronesia",
"Solomon Islands"
] | 1 | closed choice | grade6 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Palau. | ||
train/1277 | Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 1 | Two magnets are placed as shown. | closed choice | grade5 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (... | To predict if these magnets will attract or repel, look at which poles are closest to each other.
The north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. |
train/1278 | 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"
] | 2 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade7 | natural science | physics | Particle motion and energy | Identify how particle motion affects temperature and pressure | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of... | The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A mus... |
train/1279 | What is the name of the colony shown? | [
"North Carolina",
"Georgia",
"Maryland",
"Virginia"
] | 1 | closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Georgia. | ||
train/1280 | What is the capital of Missouri? | [
"Saint Louis",
"Tallahassee",
"Jefferson City",
"Des Moines"
] | 2 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Midwest | Jefferson City is the capital of Missouri. | ||
train/1281 | What is the capital of New Mexico? | [
"Albuquerque",
"Salt Lake City",
"Phoenix",
"Santa Fe"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Santa Fe is the capital of New Mexico. | ||
train/1282 | Think 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."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | closed choice | grade5 | natural science | physics | Magnets | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets,... | Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs. |
train/1283 | Is the following statement about our solar system true or false?
Of the four smallest planets, two are made mainly of gas. | [
"true",
"false"
] | 1 | Use the data to answer the question below. | true-or false | grade8 | natural science | earth-science | Astronomy | Analyze data to compare properties of planets | 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 ex... | To decide which four planets are the smallest, look at the volumes and compare the exponents. The volumes of Mercury, Venus, Earth, and Mars have the smallest exponents. So, these four planets are the smallest.
These four planets are made mainly of rock. So, of the four smallest planets, none are made mainly of gas. |
train/1284 | Which of these states is farthest east? | [
"Oklahoma",
"Maine",
"Washington",
"Montana"
] | 1 | closed choice | grade2 | social science | geography | Geography | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north... | To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east. | |
train/1285 | Which of the following could Camille's test show? | [
"whether she added enough nutrients to help the bacteria produce 20% more insulin",
"whether producing more insulin would help the bacteria grow faster",
"whether different types of bacteria would need different nutrients to produce insulin"
] | 0 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the ques... | closed choice | grade7 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a... | |
train/1286 | After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia? | [
"the Akkadian Empire",
"the Elamite Empire",
"the Babylonian Empire",
"the Neo-Sumerian Empire"
] | 2 | Look at the table. Then answer the question below. | closed choice | grade6 | social science | world-history | Ancient Mesopotamia | Mesopotamian empires | Look at the table.
The abbreviation "ca." stands for the Latin word, circa. Circa means "about." It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.
The Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of t... | |
train/1287 | Based on the event chain, which house does the wolf blow down last? | [
"the wood house",
"the straw house"
] | 0 | This event chain shows the main events from the fairy tale The Three Little Pigs. | closed choice | grade5 | language science | writing-strategies | Visual elements | Read graphic organizers | 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 ca... | An event chain uses arrows to show the order of events. This event chain shows the main events from the fairy tale The Three Little Pigs.
Follow the arrows to see the order of events. An arrow points from A wolf comes along and blows down the first pig's straw house to The wolf blows down the second pig's wood house. S... |
train/1288 | Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 0 | Figure: Budapest.
The Danube River flows through the city of Budapest. The winds in the city were blowing from the south on Friday.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade4 | natural science | earth-science | Weather and climate | Weather and climate around the world | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of ... | Read the passage carefully.
The Danube River flows through the city of Budapest. The winds in the city were blowing from the south on Friday.
The underlined part of the passage tells you about the wind direction in Budapest on Friday. This passage describes the atmosphere at a certain place and time. So, this passage d... |
train/1289 | Based on the map, what was true about the Silk Road around the year 1300 CE? | [
"The Silk Road included both land and sea routes.",
"The Silk Road was made up of only land routes.",
"The Silk Road connected East Asia and the Americas by sea."
] | 0 | The map below shows a network of trade routes known as the Silk Road. Between 200 BCE and 1350 CE, merchants, or traders, traveled along many parts of these routes.
Look at the map, which shows the Silk Road around the year 1300 CE. Then answer the question below. | closed choice | grade6 | social science | world-history | The Silk Road | The medieval Silk Road | ||
train/1290 | Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 1 | Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart. | closed choice | grade2 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets.... | Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. |
train/1291 | Think 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."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets,... | The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magni... |
train/1292 | Which of the following could Patrick's test show? | [
"how long it would take the sample fabric to dry after it absorbed one drop of water",
"if the sample fabric would absorb one drop of water in less than one second",
"how much athletes would sweat in the fabric"
] | 0 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the ques... | closed choice | grade7 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a... | |
train/1293 | Think 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."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets,... | Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnit... |
train/1294 | Which solution has a higher concentration of green particles? | [
"Solution B",
"neither; their concentrations are the same",
"Solution A"
] | 2 | The diagram below is a model of two solutions. Each green ball represents one particle of solute. | closed choice | grade7 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution... | In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per millilit... |
train/1295 | Which country is highlighted? | [
"the Marshall Islands",
"Solomon Islands",
"Kiribati",
"the Federated States of Micronesia"
] | 0 | closed choice | grade8 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is the Marshall Islands.
Does the Marshall Islands have any territorial disputes?
The Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.
The United States claimed Wake Island in 1899 and has... | ||
train/1296 | Which continent is highlighted? | [
"Antarctica",
"Europe",
"South America",
"North America"
] | 2 | closed choice | grade8 | social science | geography | Physical Geography | Oceans and continents | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is South America. | |
train/1297 | Which animal's neck is also adapted for hunting prey while keeping the rest of its body still? | [
"black-browed albatross",
"saddle-billed stork"
] | 1 | Great egrets live near wetlands and lakes. They eat mostly fish.
The 's neck helps it grab fish while keeping the rest of its body still. If the egret had to move its body, it might scare the fish away.
Figure: great egret. | closed choice | grade5 | natural science | biology | Adaptations | Animal adaptations: beaks, mouths, and necks | 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 ... | Look at the picture of the great egret.
The great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The saddle-billed stork... |
train/1298 | Which of the following could Roger's test show? | [
"how steady a parachute with a 1 m vent was at 200 km per hour",
"if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour",
"whether a parachute with a 1 m vent would swing too much at 400 km per hour"
] | 0 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the ques... | closed choice | grade8 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a... | |
train/1299 | What is the probability that a koi fish produced by this cross will have black eyes? | [
"3/4",
"0/4",
"1/4",
"2/4",
"4/4"
] | 1 | In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for black eyes (e) is recessive to the allele for red eyes (E).
This Punnett square shows a cross between two koi fish. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate probabilities of offspring types | 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 a... |
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