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train/4400 | Which animal's feet are also adapted for swimming? | [
"European river otter",
"short-beaked echidna"
] | 0 | The is found in rivers and streams in South America. It eats small fish, worms, and crustaceans, which it often finds underwater. Its feet are adapted for swimming.
Figure: Suriname toad. | 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 Suriname toad.
The Suriname toad has webbed feet. Its feet are adapted for swimming. As it swims, the Suriname toad uses its webbed feet to push itself through water.
Now look at each animal. Figure out which animal has a similar adaptation.
The European river otter has webbed feet. Its feet ... |
train/4401 | Which property do these two objects have in common? | [
"sticky",
"colorful"
] | 1 | 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 sticky object can stick to other things. Neither of the objects are sticky.
A colorful object has one or more bright colors. Both objects are colorful.
The property that both objects have in common is colorful. |
train/4402 | 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"
] | 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 | 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/4403 | What is the capital of Oregon? | [
"Frankfort",
"Salt Lake City",
"Salem",
"Portland"
] | 2 | closed choice | grade5 | social science | geography | State capitals | Identify the 50 state capitals | Salem is the capital of Oregon. | ||
train/4404 | What is the capital of Colorado? | [
"Santa Fe",
"Boulder",
"Colorado Springs",
"Denver"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Denver is the capital of Colorado. | ||
train/4405 | Which statement describes the Taklamakan Desert ecosystem? | [
"It has dry, thin soil.",
"It has warm summers and mild winters.",
"It has a medium amount of rain."
] | 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 dry, thin soil. Th... |
train/4406 | Which of the following could Bruce's test show? | [
"if the weather station would work when the temperature was 50°C",
"how well the weather station would work when it was windy"
] | 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 | 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/4407 | Which animal is also adapted for climbing trees? | [
"lar gibbon",
"African forest elephant"
] | 0 | Vervet monkeys live in the grasslands and forests of Africa. They climb trees to find food and shelter. The 's hands and feet are adapted for climbing trees.
Figure: vervet monkey. | 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 vervet monkey.
The vervet monkey has long fingers and toes. It is adapted for climbing trees. The vervet monkey uses its long fingers and toes to hold on to branches while climbing.
Now look at each animal. Figure out which animal has a similar adaptation.
The lar gibbon has long fingers and ... |
train/4408 | Select the bird below. | [
"white stork",
"koala"
] | 0 | Birds have feathers, two wings, and a beak. A barn owl is an example of a bird. | 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 koala is a mammal. It has fur and feeds its young milk.
A white stork is a bird. It has feathers, two wings, and a beak. |
train/4409 | Which continent is highlighted? | [
"North America",
"South America",
"Africa"
] | 0 | closed choice | grade2 | social science | geography | Geography | Identify oceans and continents | A continent is one of the seven largest areas of land on earth. | This continent is North America. | |
train/4410 | Which better describes the Białowieża Forest ecosystem? | [
"It has soil that is poor in nutrients. It also has only a few types of trees.",
"It has cold, wet winters. It also has only a few types of trees."
] | 1 | Figure: Białowieża Forest.
The Białowieża Forest is a temperate deciduous forest ecosystem in Poland and Belarus. | 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 temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Białowieża Forest has cold, wet winters. It also has only a few types of trees. |
train/4411 | Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 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 south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. |
train/4412 | Which is this organism's common name? | [
"Aequorea victoria",
"crystal jellyfish"
] | 1 | This organism is Aequorea victoria. It is also called a crystal jellyfish. | closed choice | grade8 | 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,... | Aequorea victoria is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Aequorea victoria is the organism's scientific name. So, you know that crystal jellyfish is the common name. |
train/4413 | What is the name of the colony shown? | [
"Georgia",
"Massachusetts",
"New Hampshire",
"Rhode Island"
] | 0 | closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Georgia. | ||
train/4414 | Which of these states is farthest west? | [
"New York",
"New Hampshire",
"Indiana",
"Maryland"
] | 2 | 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. Indiana is farthest west. | |
train/4415 | Which property matches this object? | [
"stretchy",
"hard"
] | 0 | Select the better answer. | closed choice | grade2 | natural science | physics | Materials | Identify properties of an object | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. | Look at the object.
Think about each property.
A hard object keeps its shape when you squeeze it. The balloon is not hard.
A stretchy object gets longer when you pull on it. The balloon is stretchy. |
train/4416 | Which property do these three objects have in common? | [
"sweet",
"stretchy",
"fuzzy"
] | 0 | 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 fuzzy object is covered in soft hair. None of the objects are fuzzy.
A stretchy object gets longer when you pull on it. The melted marshmallow is stretchy, but the candy sprinkles and the ice cream sundae are not.
Sugar has a sweet taste. All three... |
train/4417 | What is the capital of Connecticut? | [
"Trenton",
"New Haven",
"Hartford",
"New Orleans"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Northeast | Hartford is the capital of Connecticut. | ||
train/4418 | Which animal is also adapted to be camouflaged among green leaves? | [
"green mantis",
"common hawk-cuckoo"
] | 0 | Leaf-mimic katydids are insects that live in places like tropical forests. This katydid is adapted to be camouflaged among green leaves.
Figure: leaf-mimic katydid. | 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 leaf-mimic katydid.
The leaf-mimic katydid has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The green mantis has a green body. It is adapted to be... |
train/4419 | Which bird's beak is also adapted to crack hard seeds? | [
"sword-billed hummingbird",
"large ground finch"
] | 1 | Bronze mannikins eat small, hard seeds. The shape of the 's beak is adapted to crack open small, hard seeds.
Figure: bronze mannikin. | 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 bronze mannikin.
The bronze mannikin has a short, thick beak. Its beak is adapted to crack hard seeds. The bronze mannikin uses its short, thick beak to press down on a seed and crack open its hard shell.
Now look at each bird. Figure out which bird has a similar adaptation.
The large ground ... |
train/4420 | Which animal's skin is better adapted as a warning sign to ward off predators? | [
"Spanish shawl nudibranch",
"impala"
] | 0 | Blue poison dart frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: blue poison dart frog. | 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 blue poison dart frog.
The blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the blue poison dart frog is poisonous.
Now look at each animal. Figure out which animal has a similar ... |
train/4421 | Identify the question that Estelle's experiment can best answer. | [
"Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?",
"Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"
] | 0 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Estelle prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Estelle soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the oth... | 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/4422 | Which solution has a higher concentration of yellow particles? | [
"neither; their concentrations are the same",
"Solution B",
"Solution A"
] | 2 | The diagram below is a model of two solutions. Each yellow ball represents one particle of solute. | closed choice | grade8 | 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 yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per mill... |
train/4423 | Which property do these three objects have in common? | [
"blue",
"slippery",
"fuzzy"
] | 1 | 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.
Blue is a color.
This color is blue. None of the objects are blue.
A fuzzy object is covered in soft hair. The butter and the wet paint are not fuzzy.
A slippery object is hard to hold onto or stand on. All three objects are slippery.
The property th... |
train/4424 | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is smaller in Pair 1."
] | 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 | 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,... | The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magni... |
train/4425 | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is smaller in Pair 1."
] | 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. | 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/4426 | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is greater in Pair 1.",
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs."
] | 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 | 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,... | 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/4427 | What is the capital of North Carolina? | [
"Raleigh",
"Louisville",
"Salt Lake City",
"Boston"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Raleigh is the capital of North Carolina. | ||
train/4428 | What is the capital of California? | [
"Salem",
"Juneau",
"Sacramento",
"Phoenix"
] | 2 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the West | Sacramento is the capital of California. | ||
train/4429 | Which i in row C? | [
"the park",
"the school",
"the police department",
"the grocery store"
] | 2 | 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 police department is in row C. | |
train/4430 | Which of the following organisms is the omnivore in this food web? | [
"rough-legged hawk",
"bear sedge",
"Arctic fox"
] | 2 | Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | 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... | Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.
The Arctic fox has an arrow pointing to it from the bilberry, which is a producer. The Arctic fox also has an arrow pointing to it from the brown lemming, ... |
train/4431 | During this time, thermal energy was transferred from () to (). | [
"the surroundings . . . each salmon",
"each salmon . . . the surroundings"
] | 0 | Ernest lit the charcoal in his grill to cook two identical salmon. He put one fish on the left half of the grill and one fish on the right half of the grill. This table shows how the temperature of each salmon changed over 6minutes. | 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 salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon. |
train/4432 | During this time, thermal energy was transferred from () to (). | [
"the surroundings . . . each refrigerator",
"each refrigerator . . . the surroundings"
] | 0 | Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes. | 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 refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. |
train/4433 | Which property matches this object? | [
"yellow",
"flexible"
] | 1 | Select the better answer. | closed choice | grade3 | natural science | physics | Materials | Identify properties of an object | 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. | Look at the object.
Think about each property.
Yellow is a color.
This color is yellow. The metal paper clip is not yellow.
A flexible object can be folded or bent without breaking easily. The metal paper clip is flexible. |
train/4434 | What is the capital of Hawaii? | [
"Dover",
"Honolulu",
"Hilo",
"Cheyenne"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the West | Honolulu is the capital of Hawaii. | ||
train/4435 | What can Bryan and Manuel trade to each get what they want? | [
"Manuel can trade his almonds for Bryan's tomatoes.",
"Manuel can trade his broccoli for Bryan's oranges.",
"Bryan can trade his tomatoes for Manuel's sandwich.",
"Bryan can trade his tomatoes for Manuel's broccoli."
] | 3 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Bryan and Manuel open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Bryan wanted b... | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Bryan wanted broccoli in his lunch and Manuel was hoping for tomatoes. Look at the labeled part of the images.
Bryan has tomatoes. Manuel has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. | |
train/4436 | Select the organism in the same genus as the Steller's sea eagle. | [
"Haliaeetus pelagicus",
"Lissotriton helveticus",
"Alopias pelagicus"
] | 0 | This organism is a Steller's sea eagle. Its scientific name is Haliaeetus pelagicus. | 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... | A Steller's sea eagle's scientific name is Haliaeetus pelagicus. The first word of its scientific name is Haliaeetus.
Alopias pelagicus and Haliaeetus pelagicus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Alopias pelagicus and Haliaeetus pelagicu... |
train/4437 | Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 0 | Figure: Dhaka.
Dhaka is the capital of Bangladesh, a country in southern Asia. The humidity last April was high for the entire month.
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.
Dhaka is the capital of Bangladesh, a country in southern Asia. The humidity last April was high for the entire month.
The underlined part of the passage tells you about the humidity in Dhaka last April. This passage describes the atmosphere at a certain place and time. So, this passage desc... |
train/4438 | Which ocean is highlighted? | [
"the Pacific Ocean",
"the Arctic Ocean",
"the Southern Ocean",
"the Atlantic Ocean"
] | 1 | 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 Arctic Ocean. | |
train/4439 | Which animal's mouth is also adapted for gnawing? | [
"raccoon",
"marmot"
] | 1 | s spend most of their life underground. They eat by biting off small pieces at a time, or gnawing. The mole rat's mouth is adapted for gnawing.
Figure: Damara mole rat. | 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 Damara mole rat.
The Damara mole rat has large front teeth. Its mouth is adapted for gnawing. The large front teeth can help the Damara mole rat break off pieces of food that it can swallow.
Now look at each animal. Figure out which animal has a similar adaptation.
The marmot has large front ... |
train/4440 | Select the amphibian below. | [
"human",
"African bullfrog",
"loon",
"Banggai cardinalfish"
] | 1 | Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A gray tree frog is an example of an amphibian. | 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 Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.
Cardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.
A loon is a bird. It has feathers, two wings, and a beak.
Loons usually live near lakes. They dive in the water to hunt for food.... |
train/4441 | 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/4442 | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is greater in Pair 1."
] | 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. | 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,... | 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/4443 | Select the reptile below. | [
"western rattlesnake",
"goldfish"
] | 0 | Reptiles have scaly, waterproof skin. Most reptiles live on land. A Chinese alligator is an example of a reptile. | 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 goldfish is a fish. It lives underwater. It has fins, not limbs.
Goldfish are popular as pets in many countries today. They were first kept as pets by people in ancient China.
A western rattlesnake is a reptile. It has scaly, waterproof skin.
Rattlesnakes have fangs they can use to inject venom into their prey. |
train/4444 | What is the capital of Colorado? | [
"Denver",
"Boulder",
"Colorado Springs",
"Atlanta"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Denver is the capital of Colorado. | ||
train/4445 | Which property do these two objects have in common? | [
"stretchy",
"hard"
] | 1 | 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 stretchy object gets longer when you pull on it. Neither of the objects are stretchy.
A hard object keeps its shape when you squeeze it. Both objects are hard.
The property that both objects have in common is hard. |
train/4446 | Which fish's mouth is also adapted for tearing through meat? | [
"copperband butterflyfish",
"tiger moray"
] | 1 | Barracudas often hunt large fish for food. The 's mouth is adapted to tear through meat.
Figure: barracuda. | 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 barracuda.
The barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The baracuda uses its teeth to cut up meat into pieces it can swallow.
Now look at each animal. Figure out which animal has a similar adaptation.
The tiger moray has a large mouth and sh... |
train/4447 | Which of the following could Steve's test show? | [
"how much athletes would sweat in the fabric",
"how long it would take the sample fabric to dry after it absorbed one drop of water",
"if the sample fabric would absorb one drop of water in less than one second"
] | 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/4448 | What is the capital of Utah? | [
"Sacramento",
"Salem",
"Salt Lake City",
"Provo"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Salt Lake City is the capital of Utah. | ||
train/4449 | Which property do these four objects have in common? | [
"sweet",
"flexible",
"translucent"
] | 0 | 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.
Sugar has a sweet taste. All four objects are sweet.
A translucent object lets light through. But you cannot see clearly through a translucent object. The jello is translucent, but the candy sprinkles are not.
A flexible object can be folded or bent ... |
train/4450 | Which month has the highest average precipitation in Santiago? | [
"March",
"June",
"October"
] | 1 | Use the graph to answer the question below. | closed choice | grade4 | natural science | earth-science | Weather and climate | Use climate data to make predictions | Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A... | To describe the average precipitation trends in Santiago, look at the graph.
Choice "Mar" is incorrect.
Choice "Jun" is incorrect.
Choice "Oct" is incorrect.
June has an average monthly precipitation of about 80 millimeters. This is higher than in any other month. So, June has the highest average precipitation. |
train/4451 | 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/4452 | Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"neither; the samples have the same temperature",
"sample B",
"sample A"
] | 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 | 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... | The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B mus... |
train/4453 | Look at the models of molecules below. Select the elementary substance. | [
"dichloromethane",
"bromomethane",
"cyclooctasulfur"
] | 2 | closed choice | grade6 | natural science | chemistry | Atoms and molecules | Identify 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 ... | ||
train/4454 | How do sea otters use their pockets? | [
"They store the food they catch in their pockets.",
"They keep their babies safe inside their pockets."
] | 0 | Read the passage about sea otters' pockets.
Sea otters have bags of loose skin under each arm. They use them like pockets! When sea otters hunt, they put the food they find into their pockets. This keeps their paws free to catch even more food.
Sea otters often keep rocks in their pockets, too. They use the rocks to cr... | closed choice | grade2 | language science | reading-comprehension | Independent reading comprehension | Read and understand informational passages | Look at the passage. It tells you how sea otters use their pockets.
Sea otters have bags of loose skin under each arm. They use them like pockets! When sea otters hunt, they put the food they find into their pockets. This keeps their paws free to catch even more food. | |
train/4455 | What is the capital of Washington? | [
"Carson City",
"Juneau",
"Spokane",
"Olympia"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Olympia is the capital of Washington. | ||
train/4456 | Which of these continents does the equator intersect? | [
"Australia",
"Europe",
"Asia"
] | 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 equator is the line at 0° latitude. It intersects Asia. It does not intersect Europe or Australia. | |
train/4457 | Which property do these three objects have in common? | [
"sticky",
"opaque",
"transparent"
] | 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 sticky object can attach or stick to other things. None of the objects are sticky.
An opaque object does not let light through. All three objects are opaque.
You can see clearly through a transparent object. None of the objects are transparent.
The... |
train/4458 | Which state is highlighted? | [
"Rhode Island",
"New Hampshire",
"Vermont",
"Pennsylvania"
] | 3 | closed choice | grade3 | social science | geography | States | Identify states of the Northeast | This state is Pennsylvania. | ||
train/4459 | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 1.",
"The magnetic force is weaker in Pair 2."
] | 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. | Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs. |
train/4460 | Which of the following could Mark's test show? | [
"how well the weather station would work when it was windy",
"if the weather station would work when the temperature was 50°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/4461 | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnetic force is stronger in Pair 2.",
"The magnetic force is stronger in Pair 1.",
"The strength of the magnetic force is the same in both pairs."
] | 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 | 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 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1. |
train/4462 | What does pollen help a plant do? | [
"grow bigger",
"grow new leaves",
"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 grow bigger or grow leaves. |
train/4463 | What is the capital of South Carolina? | [
"Richmond",
"Charleston",
"Frankfort",
"Columbia"
] | 3 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Southeast | Columbia is the capital of South Carolina. | ||
train/4464 | Based on the table, which trickster figure is from Scandinavian traditions? | [
"Coyote",
"Loki"
] | 1 | This table shows different trickster figures from folktales and myths around the world. | 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... | In a table, each cell gives information related to its row and column. This table shows different trickster figures from folktales and myths around the world.
Look in the Tradition column and find Scandinavian. Then, follow the row to the left to see which trickster figure is from that tradition. The left column tells ... |
train/4465 | What is the name of the colony shown? | [
"Georgia",
"South Carolina",
"Massachusetts",
"Connecticut"
] | 1 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is South Carolina. | ||
train/4466 | What is the capital of Illinois? | [
"Burlington",
"Columbus",
"Bismarck",
"Springfield"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Springfield is the capital of Illinois. | ||
train/4467 | Which property matches this object? | [
"bouncy",
"bumpy"
] | 1 | Select the better answer. | closed choice | grade3 | natural science | physics | Materials | Identify properties of an object | 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. | Look at the object.
Think about each property.
A bumpy object is covered in lumps and bumps. The pineapple is bumpy.
A bouncy object will bounce back from the floor if you drop it. The pineapple is not bouncy. |
train/4468 | Which property do these two objects have in common? | [
"sticky",
"shiny"
] | 1 | 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 sticky object can stick to other things. Neither of the objects are sticky.
A shiny object reflects a lot of light. Both objects are shiny.
The property that both objects have in common is shiny. |
train/4469 | Which statement is supported by these pictures? | [
"The red deer has brown fur, and so did Megaloceros giganteus.",
"The red deer has legs, and so did Megaloceros giganteus."
] | 1 | Look at the two pictures below. The red deer is a modern organism, and Megaloceros giganteus is an extinct one. The red deer has many of the traits that Megaloceros giganteus had. | closed choice | grade4 | natural science | earth-science | Fossils | Compare ancient and modern organisms: use observations to support a hypothesis | Fossils are the remains of organisms that lived long ago. Scientists look at fossils to learn about the traits of ancient organisms. Often, scientists compare fossils to modern organisms.
Some ancient organisms had many traits in common with modern organisms. Other ancient organisms were very different from any organis... | The red deer has four legs. Its body is covered in brown fur.
This fossil shows the bones of long legs. So, Megaloceros giganteus had legs.
The fossil does not show any remains of skin or fur. So, you cannot tell from the fossil whether Megaloceros giganteus had brown fur.
Choice "The red deer has brown fur, and so did... |
train/4470 | Which type of relationship is formed when a cattle egret forages near a cow? | [
"parasitic",
"commensal",
"mutualistic"
] | 1 | Read the passage. Then answer the question.
A cow grazing in a field often disturbs insects that are hiding in the grass. When the insects hop or fly away from the cow, they are more visible to predators such as cattle egrets. An egret can catch more insects when it forages, or looks for food, near the grazing cow tha... | 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 cattle egret forages near a cow, the egret can catch more insects. So, the egret benefits from its relationship with the cow.
The cow is not helped by the egret, but the cow is not harmed, either. So, the cow is not significantly affected by its relationship with the egret.
Since the egret benefits and the cow i... |
train/4471 | Which property do these two objects have in common? | [
"bumpy",
"slippery"
] | 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 bumpy object is covered in lumps and bumps. Both objects are bumpy.
A slippery object is hard to hold onto or stand on. The tree bark is not slippery.
The property that both objects have in common is bumpy. |
train/4472 | Select the chemical formula for this molecule. | [
"H2Cl2",
"HCl2",
"H2Cl",
"HCl"
] | 3 | closed choice | grade7 | natural science | chemistry | Atoms and molecules | Identify chemical formulas for ball-and-stick models | Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.
Scientists use both ball-and-stick models and chemical formulas ... | H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. Cl is the symbol for chlorine. According to the legend, chlorine atoms are shown in green. This ball-and-stick model shows a molecule with one hydrogen atom and one chlorine atom. The chemical formula will contain the symbols... | |
train/4473 | Which animal's feet are also adapted for swimming? | [
"common guillemot",
"New Zealand falcon"
] | 0 | Red-eared sliders are a type of turtle. They are found in ponds, lakes, and rivers in many parts of North America. The feet of the are adapted for swimming.
Figure: red-eared slider. | closed choice | grade3 | 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 red-eared slider.
The red-eared slider has webbed feet. Its feet are adapted for swimming. As it swims, the red-eared slider uses its webbed feet to push itself through water.
Now look at each animal. Figure out which animal has a similar adaptation.
The common guillemot has webbed feet. Its ... |
train/4474 | Which animal's neck is also adapted for hunting prey while keeping the rest of its body still? | [
"black-browed albatross",
"great blue heron"
] | 1 | Saddle-billed storks live near wetlands and lakes. They eat mostly fish.
The 's neck helps it grab fish while keeping the rest of its body still. If the stork had to move its body, it might scare the fish away.
Figure: saddle-billed stork. | 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 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 saddle-billed stork.
The saddle-billed stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the saddle-billed stork to grab the prey without scaring it away.
Now look at each animal. Figure out which animal has a similar adaptation.... |
train/4475 | Which of these states is farthest east? | [
"Arizona",
"Oregon",
"Nebraska",
"Montana"
] | 2 | 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. Nebraska is farthest east. | |
train/4476 | Which is this organism's common name? | [
"common loon",
"Gavia immer"
] | 0 | This organism is Gavia immer. It is also called a common loon. | 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,... | Gavia immer is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Gavia immer is the organism's scientific name. So, you know that common loon is the common name. |
train/4477 | Think 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."
] | 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 | 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,... | 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/4478 | Which property do these two objects have in common? | [
"bumpy",
"bouncy"
] | 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 bumpy object is covered in lumps and bumps. Both objects are bumpy.
A bouncy object will bounce back from the floor if you drop it. The caramel corn is not bouncy.
The property that both objects have in common is bumpy. |
train/4479 | Which better describes the Steigerwald Forest ecosystem? | [
"It has soil that is poor in nutrients. It also has only a few types of trees.",
"It has soil that is rich in nutrients. It also has only a few types of trees."
] | 1 | Figure: Steigerwald Forest.
The Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany. | 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 temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Steigerwald Forest has soil that is rich in nutrients. It also has only a few types of trees. |
train/4480 | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 2.",
"The magnetic force is weaker in Pair 1."
] | 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 | 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 farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. |
train/4481 | Based on the arrows, which of the following living things is a consumer? | [
"kelp",
"zooplankton"
] | 1 | Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.
A food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web. | closed choice | grade3 | natural science | biology | Ecosystems | Interpret food webs | A food web is a model.
Models can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, ... | Consumers eat other living things. So, there are arrows in a food web that point from other living things to consumers.
The zooplankton has an arrow pointing to it from the phytoplankton. So, the zooplankton is a consumer.
The kelp does not have any arrows pointing to it. So, the kelp is a producer, not a consumer. |
train/4482 | Select the reptile below. | [
"gray tree frog",
"coral snake"
] | 1 | Reptiles have scaly, waterproof skin. Most reptiles live on land. A box turtle is an example of a reptile. | 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 gray tree frog is an amphibian. It has moist skin and begins its life in water.
There are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.
A coral snake is a reptile. It has scaly, waterproof skin.
Coral snakes spend most of their time underground or hiding under leaves. |
train/4483 | Which three months have an average precipitation of around 3.5inches in Seattle? | [
"June, July, and December",
"February, March, and October",
"April, May, and November"
] | 1 | Use the graph to answer the question below. | closed choice | grade4 | natural science | earth-science | Weather and climate | Use climate data to make predictions | Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A... | To describe the average precipitation trends in Seattle, look at the graph.
Choice "Feb" is incorrect.
Choice "Mar" is incorrect.
Choice "Apr" is incorrect.
Choice "May" is incorrect.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "Oct" is incorrect.
Choice "Nov" is incorrect.
Choice "Dec" is incorrect.
C... |
train/4484 | Which animal's skin is also adapted for survival in cold places? | [
"Eurasian lynx",
"fire salamander"
] | 0 | Snow leopards live in the cold, snowy mountains of Central Asia. The 's skin is adapted to help the animal survive in cold places.
Figure: snow leopard. | 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 snow leopard.
The snow leopard has thick fur covering its skin. Its skin is adapted for survival in cold places. The snow leopard uses its fur to keep warm in cold weather.
Now look at each animal. Figure out which animal has a similar adaptation.
During the winter, the Eurasian lynx has thic... |
train/4485 | During this time, thermal energy was transferred from () to (). | [
"each battery . . . the surroundings",
"the surroundings . . . each battery"
] | 0 | Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes. | closed choice | grade8 | 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 battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings. |
train/4486 | Select the organism in the same genus as the Burmese python. | [
"Python reticulatus",
"Chroicocephalus novaehollandiae",
"Melanoplus bivittatus"
] | 0 | This organism is a Burmese python. Its scientific name is Python bivittatus. | 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 Burmese python's scientific name is Python bivittatus. The first word of its scientific name is Python.
Python reticulatus is in the genus Python. The first word of its scientific name is Python. So, Python reticulatus and Python bivittatus are in the same genus.
Melanoplus bivittatus and Python bivittatus are not in... |
train/4487 | During this time, thermal energy was transferred from () to (). | [
"each refrigerator . . . the surroundings",
"the surroundings . . . each refrigerator"
] | 1 | Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes. | 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 refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator. |
train/4488 | What can Bridgette and Anthony trade to each get what they want? | [
"Anthony can trade his broccoli for Bridgette's oranges.",
"Bridgette can trade her tomatoes for Anthony's broccoli.",
"Bridgette can trade her tomatoes for Anthony's carrots.",
"Anthony can trade his almonds for Bridgette's tomatoes."
] | 1 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Bridgette and Anthony open their lunch boxes in the school cafeteria. Neither Bridgette nor Anthony got everything that they want... | closed choice | grade7 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Bridgette wants broccoli. Anthony wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. | |
train/4489 | Complete the statement.
Boron nitride is (). | [
"an elementary substance",
"a compound"
] | 1 | The model below represents boron nitride. Boron nitride is about as hard as diamond, one of the hardest substances on Earth. | 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 boron nitride 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 chemi... |
train/4490 | Which animal's skin is better adapted as a warning sign to ward off predators? | [
"impala",
"crown-of-thorns sea star"
] | 1 | Blue poison dart frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: blue poison dart frog. | 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 blue poison dart frog.
The blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the blue poison dart frog is poisonous.
Now look at each animal. Figure out which animal has a similar ... |
train/4491 | Select the organism in the same genus as the cocoi heron. | [
"Falco peregrinus",
"Pelecanus philippensis",
"Ardea herodias"
] | 2 | This organism is a cocoi heron. Its scientific name is Ardea cocoi. | 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... | A cocoi heron's scientific name is Ardea cocoi. The first word of its scientific name is Ardea.
Pelecanus philippensis is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus philippensis and Ardea cocoi are not in the same genus.
Ardea herodias is in the genus Ardea. The first word... |
train/4492 | What is the probability that a goat produced by this cross will not have myotonia congenita? | [
"4/4",
"2/4",
"1/4",
"0/4",
"3/4"
] | 0 | This passage describes the myotonia congenita trait in goats:
Myotonia congenita is a condition that causes temporary muscle stiffness. When goats with myotonia congenita attempt to run from a resting position, their leg muscles often stiffen, causing them to fall over. Because of this behavior, these goats are referre... | 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/4493 | Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 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 south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other. |
train/4494 | Which animal's skin is better adapted as a warning sign to ward off predators? | [
"sharpnose-puffer",
"peppered moth"
] | 0 | Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.
Figure: fire salamander. | 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 fire salamander.
The fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.
Now look at each animal. Figure out which animal has a similar adaptation.
The shar... |
train/4495 | What can Ashley and Myra trade to each get what they want? | [
"Myra can trade her broccoli for Ashley's oranges.",
"Ashley can trade her tomatoes for Myra's broccoli.",
"Myra can trade her almonds for Ashley's tomatoes.",
"Ashley can trade her tomatoes for Myra's carrots."
] | 1 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Ashley and Myra open their lunch boxes in the school cafeteria. Neither Ashley nor Myra got everything that they wanted. The tabl... | closed choice | grade8 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Ashley wants broccoli. Myra wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. | |
train/4496 | What is the capital of Louisiana? | [
"Baton Rouge",
"Topeka",
"Richmond",
"New Orleans"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Baton Rouge is the capital of Louisiana. | ||
train/4497 | Which continent is highlighted? | [
"South America",
"North America",
"Africa",
"Asia"
] | 0 | closed choice | grade5 | social science | geography | Oceans and continents | Identify 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/4498 | Which of these states is farthest west? | [
"Delaware",
"Georgia",
"Illinois",
"Maine"
] | 2 | 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 west arrow is pointing. Illinois is farthest west. | |
train/4499 | Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 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 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. |
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