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train/5200 | Which solution has a higher concentration of purple particles? | [
"neither; their concentrations are the same",
"Solution A",
"Solution B"
] | 1 | The diagram below is a model of two solutions. Each purple 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 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/5201 | Select the organism in the same genus as the black-footed cat. | [
"Lynx lynx",
"Felis chaus",
"Lynx canadensis"
] | 1 | This organism is a black-footed cat. Its scientific name is Felis nigripes. | 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 black-footed cat's scientific name is Felis nigripes. The first word of its scientific name is Felis.
Felis chaus is in the genus Felis. The first word of its scientific name is Felis. So, Felis chaus and Felis nigripes are in the same genus.
Lynx lynx is in the genus Lynx. The first word of its scientific name is Ly... |
train/5202 | 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 and shapes. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets,... | Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitud... |
train/5203 | What is the capital of Mississippi? | [
"Jackson",
"Biloxi",
"Cambridge",
"Portland"
] | 0 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Southeast | Jackson is the capital of Mississippi. | ||
train/5204 | Can Victoria amazonica cells make their own food? | [
"no",
"yes"
] | 1 | This organism is Victoria amazonica. It is a member of the plant kingdom.
Victoria amazonica is commonly called the giant water lily. A single leaf can be over eight feet wide! The giant water lily grows in shallow water in the Amazon river basin. | yes or no | grade5 | natural science | biology | Classification | Describe, classify, and compare kingdoms | In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below sho... | Victoria amazonica is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis. |
train/5205 | In this food web, which organism contains matter that eventually moves to the mushroom? | [
"lichen",
"snowy owl"
] | 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 | grade7 | natural science | biology | Ecological interactions | Interpret food webs II | A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web sho... | Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the mushroom.There are two paths matter can take from the barren-ground caribou to the mushroom: barren-ground caribou->mushroom. barren-ground caribou->grizzly bear->mushroom. snowy owl. The only ar... |
train/5206 | Which type of relationship is formed when a feather mite lives on a barn swallow's feathers? | [
"parasitic",
"mutualistic",
"commensal"
] | 2 | Read the passage. Then answer the question.
A barn swallow preens, or grooms its feathers, by coating them in a thin layer of oil. The oil comes from a small organ near the swallow's tail, called the preen gland. The oil from the preen gland keeps the swallow's feathers strong and flexible.
The oil is also used by a s... | 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 feather mite lives on a barn swallow's feathers, the mite gets food and a place to live. So, the mite benefits from its relationship with the swallow.
The swallow is not helped by the mite, but the swallow is not harmed, either. So, the swallow is not significantly affected by its relationship with the mite.
Sin... |
train/5207 | What is the capital of Oklahoma? | [
"Oklahoma City",
"Tallahassee",
"Jefferson City",
"Atlanta"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Oklahoma City is the capital of Oklahoma. | ||
train/5208 | Is native gold a mineral or a rock? | [
"mineral",
"rock"
] | 0 | Native gold has the following properties:
metallic luster
made of the metal gold
found in nature
fixed crystal structure
not made by living things
solid | closed choice | grade8 | natural science | earth-science | Rocks and minerals | Identify rocks and minerals | Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed cry... | Native gold has all the properties of a mineral. So, native gold is a mineral. |
train/5209 | Which of the following could Josiah's test show? | [
"if the sample fabric would absorb one drop of water in less than one second",
"how long it would take the sample fabric to dry after it absorbed one drop of water",
"how much athletes would sweat in the fabric"
] | 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/5210 | What is the name of the colony shown? | [
"South Carolina",
"Virginia",
"Rhode Island",
"Maryland"
] | 0 | closed choice | grade4 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is South Carolina. | ||
train/5211 | Which continent is highlighted? | [
"Europe",
"South America",
"Antarctica",
"North America"
] | 1 | closed choice | grade4 | 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/5212 | Which ocean is highlighted? | [
"the Atlantic Ocean",
"the Arctic Ocean",
"the Southern Ocean",
"the Indian Ocean"
] | 2 | closed choice | grade6 | 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 Southern Ocean.
The Southern Ocean reaches from the shores of Antarctica to 60° South latitude. | |
train/5213 | What type of rock is schist? | [
"igneous",
"sedimentary",
"metamorphic"
] | 2 | Schist can form when a rock is changed by high temperature and pressure. This piece of schist formed from a sedimentary rock.
Schist forms deep below the earth's surface. Schist is made of minerals such as mica, chlorite, and graphite. | closed choice | grade7 | natural science | earth-science | Rocks and minerals | Classify rocks as igneous, sedimentary, or metamorphic | Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when ... | Schist is a metamorphic rock. Like other metamorphic rocks, it forms when a rock is changed by high temperature and pressure.
Heat and pressure can change the type and arrangement of minerals in a rock. This change forms a new rock with different properties. Schist can form when sedimentary, igneous, or other metamorph... |
train/5214 | What is the capital of Kansas? | [
"Kansas City",
"Wichita",
"Topeka",
"Santa Fe"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Topeka is the capital of Kansas. | ||
train/5215 | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnetic force is weaker in Pair 2.",
"The magnetic force is weaker in Pair 1.",
"The strength of the magnetic force is the same in both pairs."
] | 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 farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. |
train/5216 | Which is this organism's scientific name? | [
"Amphiprion percula",
"orange clownfish"
] | 0 | This organism is Amphiprion percula. It is also called an orange clownfish. | 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,... | Amphiprion percula is written in italics. The first word is capitalized, and the second word is not.
So, Amphiprion percula is the scientific name. |
train/5217 | Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium. | [
"to the left than to the right",
"to the right than to the left"
] | 0 | The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time... | closed choice | grade6 | natural science | chemistry | Solutions | Diffusion across membranes | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
A... | Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there was 1 solute particle on the left side of the membrane and 5 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there w... |
train/5218 | Based on the time line, which event happens earlier? | [
"California's population grows past 300,000.",
"Gold becomes harder to find in California."
] | 1 | This time line shows important events during the California Gold Rush. | 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... | A time line shows the order of events by placing them along a line. This time line shows important events during the California Gold Rush.
Look at how the events are ordered on the time line. Events that happened earlier are shown to the left. Events that happened later are shown to the right. Gold becomes harder to fi... |
train/5219 | What can Kevin and Emily trade to each get what they want? | [
"Kevin can trade his tomatoes for Emily's carrots.",
"Kevin can trade his tomatoes for Emily's broccoli.",
"Emily can trade her broccoli for Kevin's oranges.",
"Emily can trade her almonds for Kevin'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.
Kevin and Emily open their lunch boxes in the school cafeteria. Neither Kevin nor Emily 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.
Kevin wants broccoli. Emily 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/5220 | What is the capital of Iowa? | [
"Pierre",
"Des Moines",
"Burlington",
"Frankfort"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Des Moines is the capital of Iowa. | ||
train/5221 | Which continent is highlighted? | [
"North America",
"Asia",
"Europe",
"Australia"
] | 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 North America. | |
train/5222 | What is the capital of Connecticut? | [
"Bridgeport",
"Topeka",
"Hartford",
"Lansing"
] | 2 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Northeast | Hartford is the capital of Connecticut. | ||
train/5223 | What can Daniel and Quincy trade to each get what they want? | [
"Quincy can trade his almonds for Daniel's tomatoes.",
"Quincy can trade his broccoli for Daniel's oranges.",
"Daniel can trade his tomatoes for Quincy's carrots.",
"Daniel can trade his tomatoes for Quincy'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.
Daniel and Quincy open their lunch boxes in the school cafeteria. Neither Daniel nor Quincy got everything that they wanted. The ... | closed choice | grade7 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Daniel wants broccoli. Quincy 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/5224 | 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."
] | 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 | 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 farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. |
train/5225 | What can Paula and Emir trade to each get what they want? | [
"Emir can trade his broccoli for Paula's oranges.",
"Emir can trade his almonds for Paula's tomatoes.",
"Paula can trade her tomatoes for Emir's carrots.",
"Paula can trade her tomatoes for Emir'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.
Paula and Emir open their lunch boxes in the school cafeteria. Neither Paula nor Emir got everything that they wanted. The table ... | closed choice | grade8 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Paula wants broccoli. Emir 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/5226 | Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium. | [
"to the left than to the right",
"to the right than to the left"
] | 0 | The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time... | closed choice | grade6 | natural science | chemistry | Solutions | Diffusion across membranes | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
A... | Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 5 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there... |
train/5227 | 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."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets,... | Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnit... |
train/5228 | Which property matches this object? | [
"rough",
"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.
A flexible object can be folded or bent without breaking easily. The rubber gloves are flexible.
A rough object feels scratchy when you touch it. The rubber gloves are not rough. |
train/5229 | Which month has the lowest average temperature in Amsterdam? | [
"November",
"December",
"February"
] | 2 | 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. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used t... | To describe the average temperature trends in Amsterdam, look at the graph.
Choice "Feb" is incorrect.
Choice "Nov" is incorrect.
Choice "Dec" is incorrect.
The average temperature in February is around 2°C. This is the lowest average temperature of all of the months. |
train/5230 | Select the organism in the same genus as the green tree frog. | [
"Ardea cinerea",
"Nerodia cyclopion",
"Hyla cinerea"
] | 2 | This organism is a green tree frog. Its scientific name is Hyla cinerea. | closed choice | grade8 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms... | A green tree frog's scientific name is Hyla cinerea. The first word of its scientific name is Hyla.
Nerodia cyclopion is in the genus Nerodia. The first word of its scientific name is Nerodia. So, Nerodia cyclopion and Hyla cinerea are not in the same genus.
Ardea cinerea and Hyla cinerea are not in the same genus.
The... |
train/5231 | Which material is this baseball bat made of? | [
"polyester",
"wood"
] | 1 | closed choice | grade2 | natural science | physics | Materials | Identify materials in objects | A material is a type of matter. Wood, glass, metal, and plastic are common materials. | Look at the picture of the baseball bat.
The baseball bat is made of wood.
Wooden bats are made on a machine called a lathe. The lathe spins the wood while the bat maker carves the wood away. Baseball bats can also be made of metal. | |
train/5232 | Which property matches this object? | [
"smooth",
"sticky"
] | 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 sticky object can stick to other things. The glass bowl is not sticky.
A smooth object is not scratchy or rough. The glass bowl is smooth. |
train/5233 | What is the capital of Nebraska? | [
"Indianapolis",
"Knoxville",
"Lincoln",
"Omaha"
] | 2 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Midwest | Lincoln is the capital of Nebraska. | ||
train/5234 | Select the organism in the same genus as the Chinese alligator. | [
"Eriocheir sinensis",
"Alligator mississippiensis",
"Hyla japonica"
] | 1 | This organism is a Chinese alligator. Its scientific name is Alligator sinensis. | 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 Chinese alligator's scientific name is Alligator sinensis. The first word of its scientific name is Alligator.
Eriocheir sinensis and Alligator sinensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Eriocheir sinensis and Alligator sinensis have ... |
train/5235 | Is native copper a mineral? | [
"no",
"yes"
] | 1 | Native copper has the following properties:
solid
not made by living things
found in nature
fixed crystal structure
made of the metal copper | yes or no | grade6 | 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... | Native copper has all the properties of a mineral. So, native copper is a mineral. |
train/5236 | Which better describes the Champagne Vent ecosystem? | [
"It has no sunlight. It also has organisms that crawl or stick to the ground.",
"It has shallow water. It also has organisms that crawl or stick to the ground."
] | 0 | Figure: Champagne Vent.
Champagne Vent is a deep sea ecosystem near Japan. | 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 | The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, Champagne Vent has no sunlight. It also has organisms that crawl or stick to the ground. |
train/5237 | Which of these states is farthest east? | [
"Iowa",
"California",
"Idaho",
"North 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. Iowa is farthest east. | |
train/5238 | Which is this organism's scientific name? | [
"Gymnothorax funebris",
"green moray eel"
] | 0 | This organism is a green moray eel. It is also called Gymnothorax funebris. | 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,... | Gymnothorax funebris is written in italics. The first word is capitalized, and the second word is not.
So, Gymnothorax funebris is the scientific name. |
train/5239 | What can Felipe and Kevin trade to each get what they want? | [
"Felipe can trade his tomatoes for Kevin's sandwich.",
"Kevin can trade his almonds for Felipe's tomatoes.",
"Felipe can trade his tomatoes for Kevin's broccoli.",
"Kevin can trade his broccoli for Felipe'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.
Felipe and Kevin open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Felipe wanted ... | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Felipe wanted broccoli in his lunch and Kevin was hoping for tomatoes. Look at the labeled part of the images.
Felipe has tomatoes. Kevin 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/5240 | Which statement describes the Peary Land ecosystem? | [
"It has warm summers and cool winters.",
"It has soil that is frozen year-round."
] | 1 | Figure: Peary Land.
Peary Land is a tundra ecosystem in northern Greenland. It is part of Northeast Greenland National Park. That park is one of the largest national parks in the world, covering about 375,000 square miles. | closed choice | grade5 | 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 tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statements describe the Peary Land ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostl... |
train/5241 | Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 1 | Figure: Cape Verde.
Trade winds are steady winds that blow towards the equator. In Cape Verde, which is located in the Northern hemisphere, they blow from the northeast almost every day.
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 | grade5 | 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.
Trade winds are steady winds that blow towards the equator. In Cape Verde, which is located in the Northern hemisphere, they blow from the northeast almost every day.
The underlined part of the passage tells you about the usual wind patterns in Cape Verde. This passage does not describe what... |
train/5242 | Which continent is highlighted? | [
"Africa",
"Australia",
"Europe",
"Antarctica"
] | 1 | closed choice | grade8 | social science | geography | Physical Geography | Oceans and continents | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is Australia. | |
train/5243 | What is the capital of Georgia? | [
"Chicago",
"Billings",
"Atlanta",
"Columbia"
] | 2 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Atlanta is the capital of Georgia. | ||
train/5244 | Is the following statement about our solar system true or false?
The volume of Mars is more than ten times as large as Mercury's. | [
"true",
"false"
] | 1 | Use the data to answer the question below. | true-or false | grade8 | natural science | earth-science | Astronomy | Analyze data to compare properties of planets | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For ex... | To 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/5245 | Is the following statement about our solar system true or false?
The volume of Mercury is less than one-tenth of the volume of Earth. | [
"false",
"true"
] | 1 | 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. | To determine if this statement is true, calculate the value of one-tenth the volume of Earth.
Then compare the result to the volume of Mercury. The volume of Mercury is 60 billion km^3, which is less than 109 billion km^3. So, the volume of Mercury is less than one-tenth of the volume of Earth. |
train/5246 | What is the name of the colony shown? | [
"Maryland",
"Virginia",
"Washington, D.C.",
"Illinois"
] | 0 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Maryland. | ||
train/5247 | What is the capital of Louisiana? | [
"New Orleans",
"Baton Rouge",
"Austin",
"Nashville"
] | 1 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Baton Rouge is the capital of Louisiana. | ||
train/5248 | What is the name of the colony shown? | [
"New Hampshire",
"Alabama",
"North Carolina",
"Delaware"
] | 3 | closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is Delaware. | ||
train/5249 | What can Grayson and Perry trade to each get what they want? | [
"Grayson can trade his tomatoes for Perry's carrots.",
"Perry can trade his almonds for Grayson's tomatoes.",
"Perry can trade his broccoli for Grayson's oranges.",
"Grayson can trade his tomatoes for Perry'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.
Grayson and Perry open their lunch boxes in the school cafeteria. Neither Grayson nor Perry got everything that they wanted. The ... | closed choice | grade7 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Grayson wants broccoli. Perry 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/5250 | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 1."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes 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,... | 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/5251 | What is the capital of North Dakota? | [
"Bismarck",
"Denver",
"Fargo",
"Springfield"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Midwest | Bismarck is the capital of North Dakota. | ||
train/5252 | Which of the following could Tommy's test show? | [
"whether an inexpensive filter would become clogged more often",
"the amount of bacteria in the water before it was filtered",
"whether the filter was clogged"
] | 2 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the ques... | closed choice | 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/5253 | What can Mia and Edward trade to each get what they want? | [
"Mia can trade her tomatoes for Edward's broccoli.",
"Edward can trade his broccoli for Mia's oranges.",
"Mia can trade her tomatoes for Edward's carrots.",
"Edward can trade his almonds for Mia's tomatoes."
] | 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.
Mia and Edward open their lunch boxes in the school cafeteria. Neither Mia nor Edward got everything that they wanted. The table ... | closed choice | grade7 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Mia wants broccoli. Edward 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/5254 | Which better describes the Catoctin Mountain Park ecosystem? | [
"It has cold, wet winters. It also has only a few types of trees.",
"It has soil that is poor in nutrients. It also has only a few types of trees."
] | 0 | Figure: Catoctin Mountain Park.
Catoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland. | 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, Catoctin Mountain Park has cold, wet winters. It also has only a few types of trees. |
train/5255 | Which property do these two objects have in common? | [
"breakable",
"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 breakable object will break into pieces if you drop it. The silk tie is not breakable.
A colorful object has one or more bright colors. Both objects are colorful.
The property that both objects have in common is colorful. |
train/5256 | Look at the picture. Which word best describes how this honey tastes? | [
"sweet",
"bitter",
"minty"
] | 0 | closed choice | grade2 | language science | writing-strategies | Descriptive details | Choose the sensory details that match the picture | When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissi... | Look at the picture.
The word sweet describes how this honey tastes.
Bitter and minty can also describe how something tastes. But they do not describe this honey. | |
train/5257 | What can Sandra and Zoe trade to each get what they want? | [
"Zoe can trade her almonds for Sandra's tomatoes.",
"Sandra can trade her tomatoes for Zoe's broccoli.",
"Sandra can trade her tomatoes for Zoe's carrots.",
"Zoe can trade her broccoli for Sandra's oranges."
] | 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.
Sandra and Zoe open their lunch boxes in the school cafeteria. Neither Sandra nor Zoe got everything that they wanted. The table ... | closed choice | grade8 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Sandra wants broccoli. Zoe 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/5258 | What is the capital of Oregon? | [
"Salem",
"Santa Fe",
"Raleigh",
"Portland"
] | 0 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Salem is the capital of Oregon. | ||
train/5259 | What is the name of the colony shown? | [
"Florida",
"Delaware",
"North Carolina",
"Pennsylvania"
] | 1 | closed choice | grade5 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is Delaware. | ||
train/5260 | Which property matches this object? | [
"bouncy",
"hard"
] | 1 | 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 robot is hard.
A bouncy object will bounce back from the floor if you drop it. The robot is not bouncy. |
train/5261 | Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 1 | Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart. | closed choice | grade2 | natural science | physics | Magnets | Identify magnets that attract or repel | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets.... | Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. |
train/5262 | Which of the following fossils is older? Select the more likely answer. | [
"feather",
"insect"
] | 0 | This diagram shows fossils in an undisturbed sedimentary rock sequence. | closed choice | grade8 | natural science | earth-science | Fossils | Compare ages of fossils in a rock sequence | A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.
Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over t... | Look again at the fossils in the rock sequence diagram.
Compare the positions of these fossils to determine which one is older:
The feather fossil is in a deeper layer in the rock sequence than the insect fossil. So, the feather fossil is most likely older than the insect fossil. |
train/5263 | Which solution has a higher concentration of yellow particles? | [
"Solution A",
"neither; their concentrations are the same",
"Solution B"
] | 1 | The diagram below is a model of two solutions. Each yellow 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 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/5264 | During this time, thermal energy was transferred from () to (). | [
"each vial . . . the surroundings",
"the surroundings . . . each vial"
] | 1 | Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes. | 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 vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial. |
train/5265 | 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 | 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 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/5266 | 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 | 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 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/5267 | Which statement is true about the average monthly temperature in Riyadh? | [
"June, July, and August are hotter than the other months of the year.",
"Each month of the year has about the same monthly temperature.",
"December, January, and February are the hottest months of the year."
] | 0 | 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. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.
A line graph can be used t... | To describe the average temperature trends in Riyadh, look at the graph.
Choice "Feb" is incorrect.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "Aug" is incorrect.
Choice "Dec" is incorrect.
Choice "Jan" is incorrect.
Choice "Each month of the year has about the same monthly temperature." is incorrect.... |
train/5268 | What is the capital of Nebraska? | [
"Jefferson City",
"Omaha",
"Lincoln",
"Minneapolis"
] | 2 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Midwest | Lincoln is the capital of Nebraska. | ||
train/5269 | What can Jon and Dakota trade to each get what they want? | [
"Jon can trade his tomatoes for Dakota's carrots.",
"Dakota can trade her broccoli for Jon's oranges.",
"Jon can trade his tomatoes for Dakota's broccoli.",
"Dakota can trade her almonds for Jon's tomatoes."
] | 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.
Jon and Dakota open their lunch boxes in the school cafeteria. Neither Jon nor Dakota got everything that they wanted. The table ... | closed choice | grade8 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Jon wants broccoli. Dakota 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/5270 | Which is this organism's common name? | [
"nurse shark",
"Ginglymostoma cirratum"
] | 0 | This organism is a nurse shark. It is also called Ginglymostoma cirratum. | 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,... | Ginglymostoma cirratum is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Ginglymostoma cirratum is the organism's scientific name. So, you know that nurse shark is the common name. |
train/5271 | Identify the question that Irma'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.
Irma prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Irma soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other fiv... | 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/5272 | Which country is highlighted? | [
"the Federated States of Micronesia",
"Samoa",
"Nauru",
"Tonga"
] | 1 | closed choice | grade8 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Samoa. | ||
train/5273 | Which is this organism's common name? | [
"Cyanocitta cristata",
"blue jay"
] | 1 | This organism is a blue jay. It is also called Cyanocitta cristata. | 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,... | Cyanocitta cristata is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.
Cyanocitta cristata is the organism's scientific name. So, you know that blue jay is the common name. |
train/5274 | What is the name of the colony shown? | [
"Georgia",
"South Carolina",
"Iowa",
"Ohio"
] | 1 | closed choice | grade8 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is South Carolina. | ||
train/5275 | Complete the statement.
Hydrogen bromide is (). | [
"an elementary substance",
"a compound"
] | 1 | The model below represents a molecule of hydrogen bromide. Hydrogen bromide can be used to speed up certain types of chemical reactions. | 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 bromide 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 ch... |
train/5276 | Which animal is also adapted for flight? | [
"flying fox",
"Galapagos sea lion"
] | 0 | Great blue herons fly long distances each year to find food. They have wings instead of arms. Herons are adapted for flight.
Figure: great blue heron. | 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.
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 great blue heron.
The great blue heron has large, powerful wings. It is adapted for flight. Long, powerful wings help the great blue heron travel long distances by air.
Now look at each animal. Figure out which animal has a similar adaptation.
The flying fox has large, powerful wings. It is a... |
train/5277 | Look at the picture. Which word best describes how these marbles feel to the touch? | [
"hairy",
"rough",
"smooth"
] | 2 | closed choice | grade2 | language science | writing-strategies | Descriptive details | Choose the sensory details that match the picture | When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissi... | Look at the picture.
The word smooth describes how these marbles feel to the touch.
Rough and hairy can also describe how something feels to the touch. But they do not describe these marbles. | |
train/5278 | Which solution has a higher concentration of blue particles? | [
"Solution A",
"Solution B",
"neither; their concentrations are the same"
] | 1 | 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/5279 | What is the capital of Tennessee? | [
"Nashville",
"Cheyenne",
"Memphis",
"Providence"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Nashville is the capital of Tennessee. | ||
train/5280 | What can Erin and Vivian trade to each get what they want? | [
"Erin can trade her tomatoes for Vivian's broccoli.",
"Vivian can trade her almonds for Erin's tomatoes.",
"Erin can trade her tomatoes for Vivian's carrots.",
"Vivian can trade her broccoli for Erin's oranges."
] | 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.
Erin and Vivian open their lunch boxes in the school cafeteria. Neither Erin nor Vivian 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.
Erin wants broccoli. Vivian 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/5281 | What is the capital of Hawaii? | [
"Hilo",
"Portland",
"Phoenix",
"Honolulu"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Honolulu is the capital of Hawaii. | ||
train/5282 | Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium. | [
"to the left than to the right",
"to the right than to the left"
] | 1 | The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time d... | closed choice | grade6 | natural science | chemistry | Solutions | Diffusion across membranes | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
A... | Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 4 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there... |
train/5283 | Is the following statement about our solar system true or false?
The volume of Saturn is more than ten times the volume of Uranus. | [
"true",
"false"
] | 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 Uranus.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus. |
train/5284 | Select the organism in the same species as the spot-billed pelican. | [
"Falco novaeseelandiae",
"Bubo scandiacus",
"Pelecanus philippensis"
] | 2 | This organism is a spot-billed pelican. Its scientific name is Pelecanus philippensis. | 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 spot-billed pelican's scientific name is Pelecanus philippensis.
Falco novaeseelandiae does not have the same scientific name as a spot-billed pelican. So, Pelecanus philippensis and Falco novaeseelandiae are not in the same species.
Bubo scandiacus does not have the same scientific name as a spot-billed pelican. So,... |
train/5285 | Which of the following was a dependent variable in this experiment? | [
"the amount of time it took to reach the bottom of the hill",
"the weight of the wheels"
] | 0 | The passage below describes an experiment. Read the passage and think about the variables that are described.
Jackie was building a wooden race car. She could choose between two types of wheels for the car. Each of these wheels was ten inches in diameter, but one type was heavier than the other. Jackie was curious if ... | 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/5286 | Which of the following could Cora and Ashley's test show? | [
"if a new batch of concrete was firm enough to use",
"if the concrete from each batch took the same amount of time to dry"
] | 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/5287 | Complete the sentence.
A redwood seed can grow into (). | [
"a new plant",
"a male cone",
"pollen"
] | 0 | Redwood seeds grow inside of cones. | closed choice | grade4 | natural science | biology | Plants | Describe and construct conifer life cycles | Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?
Conifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones on... | A seed can germinate and grow into a new plant.
The new plant can grow male cones and pollen. But a seed does not grow into a male cone or pollen. |
train/5288 | What can Katie and Jerry trade to each get what they want? | [
"Katie can trade her tomatoes for Jerry's sandwich.",
"Katie can trade her tomatoes for Jerry's broccoli.",
"Jerry can trade his almonds for Katie's tomatoes.",
"Jerry can trade his broccoli for Katie's oranges."
] | 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.
Katie and Jerry open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Katie wanted br... | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Katie wanted broccoli in her lunch and Jerry was hoping for tomatoes. Look at the labeled part of the images.
Katie has tomatoes. Jerry 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/5289 | Which property do these three objects have in common? | [
"bouncy",
"colorful",
"scratchy"
] | 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 bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.
A colorful object has one or more bright colors. The rubber ball and the pogo stick are colorful, but the spring is not.
A scratchy object is rough and itch... |
train/5290 | Which animal's legs are also adapted for wading? | [
"demoiselle crane",
"white tern"
] | 0 | Flamingos live near marshes, rivers, and oceans. They eat small crustaceans that live in shallow water. Flamingos get their food by walking through water, or wading.
The 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.
Figure: flamingo. | 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.
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 flamingo.
Long legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.
Now look at each animal. Figure out which animal has a similar adaptation.
The demoiselle crane has long, thin legs. Its legs are adapted for wading... |
train/5291 | Which of these states is farthest north? | [
"Maryland",
"Idaho",
"Nebraska",
"Arizona"
] | 1 | closed choice | grade3 | social science | geography | Geography | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north... | To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Idaho is farthest north. | |
train/5292 | Identify the question that Shivani and Paul's experiment can best answer. | [
"Does Shivani's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?",
"Does Shivani's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Shivani applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four m... | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was gr... | |
train/5293 | Is phyllite a mineral? | [
"yes",
"no"
] | 1 | Phyllite has the following properties:
found in nature
not a pure substance
no fixed crystal structure
solid
not made by organisms | yes or no | grade6 | 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... | Phyllite does not have all the properties of a mineral. So, phyllite is not a mineral. |
train/5294 | Which better describes the Gunung Leuser National Park ecosystem? | [
"It has year-round warm temperatures. It also has many different types of organisms.",
"It has soil that is poor in nutrients. It also has only a few types of organisms."
] | 0 | Figure: Gunung Leuser National Park.
Gunung Leuser National Park is a tropical rain forest ecosystem in Sumatra, an island in western Indonesia. | 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 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, Gunung Leuser National Park has year-round warm temperatures. It also has many different types of organisms. |
train/5295 | Which animal is also adapted to be camouflaged in the snow? | [
"lion",
"snowy owl"
] | 1 | Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.
Figure: short-tailed weasel. | 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 short-tailed weasel.
During the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The snowy owl has white feathers cove... |
train/5296 | In this experiment, which were part of an experimental group? | [
"the containers that got worms",
"the containers that did not get worms"
] | 0 | The passage below describes an experiment.
Barbara wanted to set up a compost bin, where food could decompose, or break down, into soil fertilizer. She knew that worms can break down food. She wondered if adding worms to her compost bin would cause food to decompose faster.
Barbara set up four small compost containers... | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify control and experimental groups | Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question wit... | In this experiment, Barbara investigated whether adding worms to compost containers affects how well food breaks down. So, the containers that got worms were part of an experimental group.
There were no worms in the containers that did not get worms. So, they were not part of an experimental group. |
train/5297 | What is the name of the colony shown? | [
"Pennsylvania",
"Tennessee",
"North Carolina",
"Maine"
] | 2 | closed choice | grade5 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is North Carolina. | ||
train/5298 | Which label marks the Mauryan Empire? | [
"C",
"A",
"B"
] | 2 | The Mauryan (MAU-ree-uhn) Empire was an ancient empire that lasted from about 321 BCE to 185 BCE. At its largest, the leader of the Mauryan Empire controlled almost all of South Asia. The following map shows some ancient empires. Look at the map. Then answer the question below. | closed choice | grade7 | social science | world-history | Ancient South Asia | The Mauryan Empire | The Mauryan Empire was an ancient empire that controlled most of South Asia. Look back at the map and find the region labeled "South Asia." It is marked with the letter B.
"South Asia" includes the present-day countries of India, Pakistan, Afghanistan, Nepal, Bhutan, Bangladesh, Sri Lanka, and the Maldives. | |
train/5299 | Which property matches this object? | [
"sticky",
"rough"
] | 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 sticky object can stick to other things. The cake batter is sticky.
A rough object feels scratchy when you touch it. The cake batter is not rough. |
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