image_path stringlengths 7 10 | question stringlengths 14 289 | choices listlengths 2 5 | answer int32 0 4 | hint stringlengths 0 1.85k | task stringclasses 3
values | grade stringclasses 9
values | subject stringclasses 3
values | topic stringclasses 16
values | category stringclasses 75
values | skill stringclasses 158
values | lecture stringclasses 113
values | solution stringlengths 0 2.72k |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
train/3500 | What can Austen and Kelly trade to each get what they want? | [
"Austen can trade his tomatoes for Kelly's broccoli.",
"Kelly can trade her broccoli for Austen's oranges.",
"Kelly can trade her almonds for Austen's tomatoes.",
"Austen can trade his tomatoes for Kelly's sandwich."
] | 0 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Austen and Kelly open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Austen wanted ... | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Austen wanted broccoli in his lunch and Kelly was hoping for tomatoes. Look at the labeled part of the images.
Austen has tomatoes. Kelly has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. | |
train/3501 | Which solution has a higher concentration of purple particles? | [
"Solution B",
"neither; their concentrations are the same",
"Solution A"
] | 2 | The diagram below is a model of two solutions. Each purple ball represents one particle of solute. | closed choice | grade6 | 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 purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per mill... |
train/3502 | Which of these states is farthest east? | [
"Georgia",
"Arkansas",
"Indiana",
"Washington"
] | 0 | closed choice | grade4 | 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 east arrow is pointing. Georgia is farthest east. | |
train/3503 | Is glue a mineral? | [
"no",
"yes"
] | 0 | Glue has the following properties:
human-made
liquid
not a pure substance
no fixed crystal structure | yes or no | grade5 | natural science | earth-science | Rocks and minerals | Identify rocks and minerals | Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last thre... | Glue does not have all the properties of a mineral. So, glue is not a mineral. |
train/3504 | What is the direction of this push? | [
"away from the bottom magnet",
"toward the bottom magnet"
] | 0 | A child's magnet hovers above another magnet on a desk. This happens because each magnet repels the other with a magnetic force. This force is a push.
The force from the magnet on the desk pushes up on the child's magnet. | closed choice | grade4 | natural science | physics | Force and motion | Identify directions of forces | A force is a push or a pull that one object applies to another. Every force has a direction.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling. | The bottom magnet pushes the top magnet. The direction of the push is away from the bottom magnet. |
train/3505 | What is the name of the colony shown? | [
"New Jersey",
"Tennessee",
"Delaware",
"North Carolina"
] | 3 | closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is North Carolina. | ||
train/3506 | Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 1 | 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 south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. |
train/3507 | Complete the sentence.
The Queen Charlotte Fault formed at a () boundary. | [
"convergent",
"divergent",
"transform"
] | 2 | Read the passage and look at the picture.
The Queen Charlotte Fault marks a boundary between the Pacific Plate and the North American Plate. The two plates slide past each other along this fault, which lies off the west coast of British Columbia, Canada. A magnitude 8.1 earthquake occurred along this fault in 1949, for... | closed choice | grade8 | natural science | earth-science | Plate tectonics | Describe tectonic plate boundaries around the world | The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a convergent boundary, two plates are moving toward each other.
At a diverge... | To figure out what type of plate boundary formed the Queen Charlotte Fault, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Queen Charlotte Fault marks a boundary between the Pacific Plate and the North American Plate. The two plates slide past each other along thi... |
train/3508 | Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 1 | Figure: Antarctica.
Bright clouds fill the sky above Antarctica each winter. The clouds form at high altitudes of around 70,000 feet and reflect the sun's light downwards.
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.
Bright clouds fill the sky above Antarctica each winter. The clouds form at high altitudes of around 70,000 feet and reflect the sun's light downwards.
The underlined part of the passage tells you about the usual pattern of cloud cover in Antarctica. This passage does not describe what the w... |
train/3509 | Which of the following was an independent variable in this experiment? | [
"the change in weight for each plant",
"the watering method used"
] | 1 | The passage below describes an experiment. Read the passage and think about the variables that are described.
Lindsey had four air plants on her desk that were not growing. She suspected that they needed more water. Lindsey's sister recommended soaking the air plants in a bowl of water once a week. Lindsey's coworker ... | closed choice | grade6 | natural science | science-and-engineering-practices | Designing experiments | Identify independent and dependent variables | 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... | |
train/3510 | Which solution has a higher concentration of purple particles? | [
"Solution B",
"neither; their concentrations are the same",
"Solution A"
] | 0 | The diagram below is a model of two solutions. Each purple ball represents one particle of solute. | closed choice | grade6 | 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 purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per mill... |
train/3511 | What is the capital of South Dakota? | [
"Albany",
"Pierre",
"Fayetteville",
"Rapid City"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Pierre is the capital of South Dakota. | ||
train/3512 | Which solution has a higher concentration of blue particles? | [
"neither; their concentrations are the same",
"Solution A",
"Solution B"
] | 1 | The diagram below is a model of two solutions. Each blue ball represents one particle of solute. | closed choice | grade6 | 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 blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
... |
train/3513 | What is the capital of California? | [
"Little Rock",
"Sacramento",
"San Francisco",
"Boston"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify the 50 state capitals | Sacramento is the capital of California. | ||
train/3514 | Which of the following could Bridgette and Eva's test show? | [
"if the concrete from each batch took the same amount of time to dry",
"if a new batch of concrete was firm enough to use"
] | 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/3515 | Select the bird below. | [
"California toad",
"keel-billed toucan"
] | 1 | Birds have feathers, two wings, and a beak. A white stork is an example of a bird. | 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 California toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole.
A keel-billed toucan is a bird. It has feathers, two wings, and a beak.
Toucans have large beaks. A toucan's beak can be half as long as its body. |
train/3516 | Which of the following could Britney's test show? | [
"whether producing more insulin would help the bacteria grow faster",
"whether she added enough nutrients to help the bacteria produce 20% more insulin",
"whether different types of bacteria would need different nutrients to produce insulin"
] | 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 | 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/3517 | Which type of relationship is formed when a flea feeds on a dog's blood? | [
"mutualistic",
"parasitic",
"commensal"
] | 1 | Read the passage. Then answer the question.
Fleas are small insects that can feed on the blood of mammals, including dogs. A flea uses its specialized mouth to pierce a dog's skin and suck the dog's blood. The flea can drink up to 15 times its body weight in blood each day!
When the flea feeds on the dog's blood, the ... | closed choice | grade7 | natural science | biology | Ecological interactions | Classify symbiotic relationships | 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 commo... | When a flea feeds on a dog's blood, the flea gets the food it needs to survive and grow. So, the flea benefits from its relationship with the dog.
The dog's skin is irritated by the flea's saliva, and the flea can transmit diseases to the dog. So, the dog is harmed by its relationship with the flea.
Since the flea bene... |
train/3518 | Which property do these three objects have in common? | [
"rough",
"blue",
"bouncy"
] | 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 rough object feels scratchy when you touch it. None of the objects are rough.
A bouncy object will bounce back from the floor if you drop it. The ceramic mug and the feather are not bouncy.
Blue is a color.
This color is blue. All three objects are... |
train/3519 | What is the capital of Washington? | [
"Spokane",
"Seattle",
"Olympia",
"Denver"
] | 2 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Olympia is the capital of Washington. | ||
train/3520 | What is the capital of Arkansas? | [
"Little Rock",
"Burlington",
"Fayetteville",
"Fort Wayne"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Little Rock is the capital of Arkansas. | ||
train/3521 | 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."
] | 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 | 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 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. |
train/3522 | What is the capital of Wyoming? | [
"Carson City",
"Laramie",
"Santa Fe",
"Cheyenne"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the West | Cheyenne is the capital of Wyoming. | ||
train/3523 | Which better describes the Kibale National Forest ecosystem? | [
"It has cold winters. It also has soil that is rich in nutrients.",
"It has year-round rain. It also has soil that is poor in nutrients."
] | 1 | Figure: Kibale National Forest.
Kibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa. | closed choice | grade4 | natural science | biology | Ecosystems | Describe ecosystems | 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 terrestri... | A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Kibale National Forest has year-round rain. It also has soil that is poor in nutrients. |
train/3524 | Which of the following could Britney's test show? | [
"whether the new turbine could produce 10% more electricity",
"how much the new turbine would weigh",
"if the new turbine could turn easily"
] | 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/3525 | Is a marble a solid or a liquid? | [
"a solid",
"a liquid"
] | 0 | closed choice | grade2 | natural science | physics | States of matter | Classify matter as solid or liquid | Solid and liquid 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 li... | A marble is a solid. A solid has a size and shape of its own.
A marble can be made of clear or colored glass. | |
train/3526 | Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 0 | 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/3527 | What is the capital of South Dakota? | [
"Pierre",
"Sioux Falls",
"Rapid City",
"Dover"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Pierre is the capital of South Dakota. | ||
train/3528 | Complete the sentence.
Pollen helps a plant (). | [
"make flowers",
"grow roots",
"make seeds"
] | 2 | The male part of a flower makes pollen. | 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... | Pollen helps the flower make seeds. After pollination, sperm cells from the pollen can combine with the eggs. These fertilized eggs can grow into seeds.
Pollen does not help a plant make flowers or grow roots. |
train/3529 | What is the capital of Pennsylvania? | [
"Pittsburgh",
"Harrisburg",
"Philadelphia",
"Plymouth"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Northeast | Harrisburg is the capital of Pennsylvania. | ||
train/3530 | Which property do these three objects have in common? | [
"bumpy",
"colorful",
"translucent"
] | 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 bumpy object is covered in lumps and bumps. The icicle is bumpy, but the marbles are not.
A translucent object lets light through. But you cannot see clearly through a translucent object. All three objects are translucent.
A colorful object has one... |
train/3531 | Which property do these three objects have in common? | [
"bouncy",
"scratchy",
"flexible"
] | 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 flexible object can be folded or bent without breaking easily. All three objects are flexible.
A scratchy object is rough and itchy against your skin. The wool sweater is scratchy, but the tape and the silk tie are not.
A bouncy object will bounce ... |
train/3532 | What is the name of the colony shown? | [
"Wisconsin",
"Virginia",
"Pennsylvania",
"West Virginia"
] | 1 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Virginia.
The Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. | ||
train/3533 | Which of these states is farthest east? | [
"Michigan",
"Washington",
"California",
"South Dakota"
] | 0 | 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 east arrow is pointing. Michigan is farthest east. | |
train/3534 | Which of these cities is marked on the map? | [
"New Orleans",
"Houston",
"Dallas",
"Atlanta"
] | 0 | closed choice | grade4 | social science | geography | Cities | Cities of the Southeast | The city is New Orleans, Louisiana. Houston, Atlanta, and Dallas are marked with gray circles on the map below. | ||
train/3535 | Think 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."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes. | 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,... | 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/3536 | What evidence of a wildfire does this picture show? | [
"There is fire and smoke.",
"The grass is mostly green."
] | 0 | This picture was taken during a wildfire. A wildfire happens when a natural area catches fire and burns. | closed choice | grade2 | natural science | earth-science | Earth events | Find evidence of changes to Earth's surface | 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 ... | |
train/3537 | Think 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."
] | 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. | 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/3538 | Is sand a solid, a liquid, or a gas? | [
"a liquid",
"a solid",
"a gas"
] | 1 | closed choice | grade3 | 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 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... | Sand is a solid. A solid has a size and shape of its own. Sand is made of many small pieces of rocks and minerals, called grains.
Imagine putting many grains of sand into a bucket. The sand takes the shape of the bucket, as a liquid would. But be careful! Sand is not a liquid. Each grain of sand still has a size and sh... | |
train/3539 | Which of these cities is marked on the map? | [
"Milwaukee",
"Chicago",
"St. Louis",
"Indianapolis"
] | 0 | closed choice | grade5 | social science | geography | Cities | Cities of the Midwest | The city is Milwaukee, Wisconsin. Chicago, Indianapolis, and St. Louis are marked with gray circles on the map below. | ||
train/3540 | 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"
] | 1 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | 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... | Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average ... |
train/3541 | 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."
] | 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 | grade4 | 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 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2. |
train/3542 | What is the direction of this push? | [
"away from the bottom magnet",
"toward the bottom magnet"
] | 0 | Each of these ring magnets repels the other with a magnetic force. This force is a push.
The force from the bottom magnet pushes the top magnet. | closed choice | grade4 | natural science | physics | Force and motion | Identify directions of forces | A force is a push or a pull that one object applies to another. Every force has a direction.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling. | The bottom magnet pushes the top magnet. The direction of the push is away from the bottom magnet. |
train/3543 | Which of the following could Kirk's test show? | [
"how many solar panels could fit on each side of the roof",
"which side of the roof got more sun over one day",
"the amount of sunlight the roof would get throughout the year"
] | 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 | 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/3544 | Which of the following organisms is the primary consumer in this food web? | [
"barren-ground caribou",
"parasitic jaeger",
"rough-legged hawk"
] | 0 | Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | closed choice | grade6 | natural science | biology | Ecological interactions | Interpret food webs I | 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... | Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The grizzly bear has an arrow pointing to it from the bilberry. The bilberry is a producer, so the grizzly bear is a primary consumer.
The rough-legged hawk has an arrow pointing to it from the parasitic j... |
train/3545 | Which country is highlighted? | [
"Trinidad and Tobago",
"Jamaica",
"Haiti",
"Cuba"
] | 2 | closed choice | grade8 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is Haiti.
Does Haiti have any territorial disputes?
Haiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.
Navassa Island is also claimed by the United States. The United States claimed the island in 18... | ||
train/3546 | Select the fish below. | [
"tiger salamander",
"green iguana",
"leafy seadragon",
"green tree frog"
] | 2 | Fish live underwater. They have fins, not limbs.
Fish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A piranha is an example of a fish. | 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 leafy seadragon is a fish. It lives underwater. It has fins, not limbs.
A seadragon's body looks like a clump of seaweed. This helps the seadragon hide from its predators.
A green iguana is a reptile. It has scaly, waterproof skin.
Iguanas are a type of lizard. Iguanas eat plants and fruit.
A tiger salamander is an a... |
train/3547 | Think 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."
] | 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 | 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,... | The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the ... |
train/3548 | What is the capital of Arizona? | [
"Carson City",
"Nashville",
"Tucson",
"Phoenix"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Phoenix is the capital of Arizona. | ||
train/3549 | Which of the following could Jenny's test show? | [
"whether she added enough nutrients to help the bacteria produce 20% more insulin",
"whether different types of bacteria would need different nutrients to produce insulin",
"whether producing more insulin would help the bacteria grow faster"
] | 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/3550 | Which air temperature was measured within the outlined area shown? | [
"4°C",
"32°C",
"12°C"
] | 1 | The map below shows air temperatures in the lower atmosphere on September 12, 2013. The outlined area shows an air mass that influenced weather in Australia on that day.
Look at the map. Then, answer the question below.
Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Lab... | closed choice | grade6 | 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 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 ... | Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 25°C and 35°C.
32°C is within this range.
4°C and 12°C are outside of this range. |
train/3551 | What is the capital of Colorado? | [
"Olympia",
"Montpelier",
"Milwaukee",
"Denver"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Denver is the capital of Colorado. | ||
train/3552 | Is apple juice a solid, a liquid, or a gas? | [
"a gas",
"a liquid",
"a solid"
] | 1 | closed choice | grade3 | 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 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... | Apple juice is a liquid. A liquid takes the shape of any container it is in.
If you pour apple juice into a different container, the apple juice will take the shape of that container. But the apple juice will still take up the same amount of space. | |
train/3553 | Think 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."
] | 1 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes. | 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,... | 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/3554 | What is the probability that a rabbit produced by this cross will have brown fur? | [
"0/4",
"2/4",
"1/4",
"3/4",
"4/4"
] | 0 | In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for black fur (F) is dominant over the allele for brown fur (f).
This Punnett square shows a cross between two rabbits. | 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... | |
train/3555 | 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"
] | 0 | The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles. | closed choice | grade8 | 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/3556 | Which continent is highlighted? | [
"Europe",
"Africa",
"Antarctica",
"South America"
] | 1 | closed choice | grade7 | 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 Africa. | |
train/3557 | Does this passage describe the weather or the climate? | [
"climate",
"weather"
] | 1 | Figure: Las Vegas.
Las Vegas is in the desert. The sky was clear before the fireworks show on December 31, 1999.
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.
Las Vegas is in the desert. The sky was clear before the fireworks show on December 31, 1999.
The underlined part of the passage tells you about the cloud cover in Las Vegas on December 31, 1999. This passage describes the atmosphere at a certain place and time. So, this passage describes th... |
train/3558 | Which property do these three objects have in common? | [
"shiny",
"sticky",
"fuzzy"
] | 0 | 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 shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.
A sticky object can attach or stick to other things. None of the objects are sticky.
A fuzzy object is covered in soft hair. N... |
train/3559 | What is the probability that a leopard produced by this cross will be homozygous dominant for the coat pattern gene? | [
"2/4",
"4/4",
"1/4",
"0/4",
"3/4"
] | 3 | In a group of leopards, some individuals have a spotted coat and others have a black coat. In this group, the gene for the coat pattern trait has two alleles. The allele for a black coat (a) is recessive to the allele for a spotted coat (A).
This Punnett square shows a cross between two leopards. | 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/3560 | What is the capital of Missouri? | [
"Jefferson City",
"Saint Louis",
"Lincoln",
"Salt Lake City"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Jefferson City is the capital of Missouri. | ||
train/3561 | What is the capital of Georgia? | [
"Tallahassee",
"Atlanta",
"Salt Lake City",
"Athens"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Atlanta is the capital of Georgia. | ||
train/3562 | Which of these states is farthest south? | [
"Iowa",
"New Jersey",
"Kansas",
"North Dakota"
] | 2 | closed choice | grade4 | 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 south arrow is pointing. Kansas is farthest south. | |
train/3563 | Identify the question that Hazel's experiment can best answer. | [
"Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?",
"Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Hazel prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Hazel soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other f... | 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/3564 | What is the name of the colony shown? | [
"West Virginia",
"Iowa",
"Rhode Island",
"New York"
] | 2 | closed choice | grade4 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is Rhode Island. | ||
train/3565 | Which letter marks the territory controlled by the ancient Maya civilization? | [
"B",
"C",
"A",
"D"
] | 1 | The following map shows the locations of several ancient civilizations in North and South America. Look at the map. Then answer the question below. | closed choice | grade7 | social science | world-history | Early Americas | Foundations of Maya civilization | The ancient Maya civilization developed in Mesoamerica. Mesoamerica is a region that stretches from central Mexico through northern Central America.
This map shows the territory controlled by the ancient Maya civilization. Today, this area covers parts of many countries:
This photograph shows the ruins of a Maya city c... | |
train/3566 | Which country is highlighted? | [
"Cuba",
"Jamaica",
"Haiti",
"The Bahamas"
] | 0 | closed choice | grade6 | social science | geography | The Americas: geography | Identify and select countries of the Caribbean | This country is Cuba.
Does Cuba have any territorial disputes?
Cuba claims to own Guantanamo Bay Naval Base, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.
The United States controls the area and uses it as a military base and prison. A treaty... | ||
train/3567 | What can Erin and Harper trade to each get what they want? | [
"Erin can trade her tomatoes for Harper's carrots.",
"Harper can trade her almonds for Erin's tomatoes.",
"Erin can trade her tomatoes for Harper's broccoli.",
"Harper can trade her broccoli for Erin's oranges."
] | 2 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Erin and Harper open their lunch boxes in the school cafeteria. Neither Erin nor Harper got everything that they wanted. The tabl... | closed choice | grade7 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Erin wants broccoli. Harper wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. | |
train/3568 | Which property do these three objects have in common? | [
"yellow",
"shiny",
"rough"
] | 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 rough object feels scratchy when you touch it. The car bumper and the silver ring are not rough.
Yellow is a color.
This color is yellow. The gold nugget is yellow, but the car bumper and the silver ring are not.
A shiny object reflects a lot of li... |
train/3569 | Think 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."
] | 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. | 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,... | 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/3570 | What is the probability that an ornamental gourd plant produced by this cross will be heterozygous for the fruit color gene? | [
"4/4",
"0/4",
"3/4",
"2/4",
"1/4"
] | 3 | In a group of ornamental gourd plants, some individuals have yellow fruit and others have green fruit. In this group, the gene for the fruit color trait has two alleles. The allele for green fruit (f) is recessive to the allele for yellow fruit (F).
This Punnett square shows a cross between two ornamental gourd plants. | 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/3571 | Which solution has a higher concentration of blue particles? | [
"neither; their concentrations are the same",
"Solution A",
"Solution B"
] | 2 | The diagram below is a model of two solutions. Each blue 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 blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
... |
train/3572 | Which animal is also adapted for flight? | [
"brahminy kite",
"three-toed sloth"
] | 0 | A has wings instead of arms. It is adapted for flight. Albatrosses fly long distances in search of food.
Figure: gray-headed albatross. | closed choice | grade5 | 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.
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 examp... | Look at the picture of the gray-headed albatross.
The gray-headed albatross has long, powerful wings. It is adapted for flight. Long, powerful wings help the gray-headed albatross travel long distances by air.
Now look at each animal. Figure out which animal has a similar adaptation.
The brahminy kite has long, powerfu... |
train/3573 | Complete the statement.
Hydrogen peroxide is (). | [
"an elementary substance",
"a compound"
] | 1 | The model below represents a molecule of hydrogen peroxide. Hydrogen peroxide can be used to kill bacteria on medical tools. | 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 hydrogen peroxide 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 c... |
train/3574 | Based on the definition of the "Columbian Exchange" above, which arrow could show a part of the Columbian Exchange? | [
"1",
"4",
"3"
] | 2 | In the following questions, you will learn about the Columbian Exchange. Historians use the term "Columbian Exchange" to describe the movement of diseases, animals, plants, people, and resources between the Americas and the rest of the world.
The map below shows different routes around the world. Look at the map. Then ... | closed choice | grade8 | social science | world-history | Age of Exploration | The Columbian Exchange | Remember that the term "Columbian Exchange" describes diseases, animals, plants, people, and resources traveling between the Americas and the rest of the world.
Look back at the map legend. The map legend shows that "the Americas" includes North America and South America.
So, these choices are correct:
These choices ar... | |
train/3575 | What is the capital of Wyoming? | [
"Kansas City",
"Cheyenne",
"Baton Rouge",
"Sacramento"
] | 1 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the West | Cheyenne is the capital of Wyoming. | ||
train/3576 | Which of the following statements is true? | [
"Genes are passed down from parents to offspring.",
"Eye color is an example of a gene."
] | 0 | Look at the image and read the text. Then, answer the question.
variation in the human eye color trait
All organisms inherit certain traits from their parents. Information about these inherited traits is found in genes. Genes are pieces of hereditary material that are passed from parents to offspring. An organism's gen... | closed choice | grade7 | natural science | biology | Genes to traits | Genes, proteins, and traits: understanding the genetic code | Genes affect traits.
Genes contain information about inherited traits.
All organisms have genes.
All organisms have genes that contain information about their inherited traits.
Genes are passed down from parents to offspring.
When an organism reproduces, it passes copies of its genes to its offspring. This is how infor... | |
train/3577 | Think 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."
] | 1 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes. | 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,... | 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/3578 | Think 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."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes. | 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,... | Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. |
train/3579 | Is the following statement about our solar system true or false?
Earth is the largest planet that is made mainly of rock. | [
"true",
"false"
] | 0 | Use the data to answer the question below. | true-or false | grade6 | 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 table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth is the largest. So, Earth is the largest planet that is made mainly of rock. |
train/3580 | Which animal's mouth is also adapted to tear through meat? | [
"leopard",
"tamandua"
] | 0 | Cougars are carnivores, or meat eaters. They eat mammals such as deer and rabbits. The 's mouth is adapted to tear through meat.
Figure: cougar. | 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 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 cougar.
The cougar has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The cougar uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.
Now look at each animal. Figure out which animal has a similar ... |
train/3581 | What is the capital of Alaska? | [
"Fairbanks",
"Frankfort",
"Anchorage",
"Juneau"
] | 3 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the West | Juneau is the capital of Alaska. | ||
train/3582 | Which statement describes the Taklamakan Desert ecosystem? | [
"It has a small amount of rain or snow.",
"It has a medium amount of rain.",
"It has year-round snow."
] | 0 | Figure: Taklamakan Desert.
The Taklamakan Desert is a cold desert ecosystem in northwestern China. Towns in this desert were stops along the Silk Road, a historical trade route between China and eastern Europe. | closed choice | grade8 | natural science | biology | Ecosystems | Describe ecosystems | 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 terrestri... | A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statement describes the Taklamakan Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has a small amount of ... |
train/3583 | What can Ben and Darnell trade to each get what they want? | [
"Darnell can trade his almonds for Ben's tomatoes.",
"Ben can trade his tomatoes for Darnell's sandwich.",
"Ben can trade his tomatoes for Darnell's broccoli.",
"Darnell can trade his broccoli for Ben's oranges."
] | 2 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ben and Darnell open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Ben wanted broc... | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Ben wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the labeled part of the images.
Ben has tomatoes. Darnell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. | |
train/3584 | Identify the question that Josiah's experiment can best answer. | [
"Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?",
"Can pennies hold more drops of pure water or water mixed with hand soap?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Josiah used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Josiah recorded the number of drops he could add before the ... | closed choice | grade6 | 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/3585 | What is the capital of Wisconsin? | [
"Des Moines",
"Madison",
"Milwaukee",
"Charleston"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Madison is the capital of Wisconsin. | ||
train/3586 | 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"
] | 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 the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sampl... |
train/3587 | Think 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, 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,... | Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. |
train/3588 | Which of these states is farthest west? | [
"Michigan",
"Utah",
"Maine",
"Rhode Island"
] | 1 | 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 west arrow is pointing. Utah is farthest west. | |
train/3589 | Which property do these four objects have in common? | [
"sticky",
"stretchy",
"transparent"
] | 1 | Select the best answer. | closed choice | grade5 | 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 stretchy object gets longer when you pull on it. All four objects are stretchy.
You can see clearly through a transparent object. The helium balloons, the rubber band, and the melted marshmallow are not transparent.
A sticky object can attach or st... |
train/3590 | During this time, thermal energy was transferred from () to (). | [
"the surroundings . . . each cake",
"each cake . . . the surroundings"
] | 1 | Lester baked two identical cakes. When he took them out of the oven, he left one cake in its pan and took the other cake out of its pan to put it on a plate. This table shows how the temperature of each cake changed over 5minutes. | closed choice | grade7 | natural science | physics | Thermal energy | Compare thermal energy transfers | A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, th... | The temperature of each cake decreased, which means that the thermal energy of each cake decreased. So, thermal energy was transferred from each cake to the surroundings. |
train/3591 | In this food chain, the skunk is a consumer. Why? | [
"It makes its own food.",
"It eats another organism."
] | 1 | This diagram shows a food chain from a forest ecosystem in Virginia. | closed choice | grade4 | 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.
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 organisms. C... | In this food chain, the skunk is a consumer because it eats another organism. The skunk in this food chain eats the persimmon. |
train/3592 | In this food web, which organism contains matter that eventually moves to the mushroom? | [
"lichen",
"collared lemming"
] | 0 | Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | closed choice | grade5 | natural science | biology | Ecosystems | 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 to the mushroom.
Arrows point from the collared lemming to the earthworm and the Arctic fox. The only arrow pointing from the Arctic fox leads to the earthworm. No arrows point from the earthworm to any... |
train/3593 | Which is this organism's common name? | [
"Danaus plexippus",
"monarch butterfly"
] | 1 | This organism is Danaus plexippus. It is also called a monarch butterfly. | 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,... | Danaus plexippus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Danaus plexippus is the organism's scientific name. So, you know that monarch butterfly is the common name. |
train/3594 | Is the following statement about our solar system true or false?
The volume of Mars is more than ten times as large as Mercury's. | [
"false",
"true"
] | 0 | 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 determine if this statement is true, calculate the value of ten times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's. |
train/3595 | Which country is highlighted? | [
"Fiji",
"Kiribati",
"Tuvalu",
"Tonga"
] | 2 | closed choice | grade8 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Tuvalu. | ||
train/3596 | What is the probability that a watermelon plant produced by this cross will be heterozygous for the ground spot color gene? | [
"1/4",
"3/4",
"0/4",
"2/4",
"4/4"
] | 3 | This passage describes the ground spot color trait in watermelon plants:
Watermelon plants grow with their fruit resting on the ground. Over time, the bottom of each fruit develops a white or yellow spot called a ground spot. In some types of watermelon plants, the color of the ground spot is an inherited trait.
In a g... | 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/3597 | Which ocean is highlighted? | [
"the Indian Ocean",
"the Arctic Ocean",
"the Pacific Ocean",
"the Atlantic Ocean"
] | 3 | closed choice | grade7 | social science | geography | Physical Geography | Oceans and continents | Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean. | This is the Atlantic Ocean. | |
train/3598 | Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 0 | Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart. | closed choice | grade3 | 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 south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. |
train/3599 | Select the organism in the same genus as the axolotl. | [
"Ambystoma texanum",
"Hyla versicolor",
"Tigrisoma mexicanum"
] | 0 | This organism is an axolotl. Its scientific name is Ambystoma mexicanum. | closed choice | grade5 | 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. The first word of its scientific name is Ambystoma.
Tigrisoma mexicanum and Ambystoma mexicanum are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Tigrisoma mexicanum and Ambystoma mexicanum have the ... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.