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validation_images/image_1000.png | During this time, thermal energy was transferred from () to (). | [
"each vial . . . the surroundings",
"the surroundings . . . each vial"
] | 1 | natural science | 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, thermal energy was transferred out of the object to its surroundings. | 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. | 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, thermal energy was transferred out of the object to its surroundings.
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. | the surroundings . . . each vial | 520cd46dbc334064a1e83873e33db21a |
validation_images/image_1001.png | Is the following statement about our solar system true or false?
The smallest planet is made mainly of rock. | [
"true",
"false"
] | 0 | natural science | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
| To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.
Mercury is made mainly of rock. So, the smallest planet is made mainly of rock. | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.
Mercury is made mainly of rock. So, the smallest planet is made mainly of rock. | true | 9a6ab72ec83d4808bc50f724d56d2874 |
validation_images/image_1002.png | Which animal is also adapted to use its neck to appear large and scary to a predator? | [
"lace monitor",
"frillneck lizard"
] | 1 | natural science | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees. | Look at the picture of the bearded dragon.
When frightened, the bearded dragon can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The frillneck lizard has a layer of skin, called a frill, around its neck. It uses its neck to appear larger and more dangerous to a predator.
The lace monitor has a narrow neck. Its neck is not adapted to help it appear larger and more dangerous to a predator. | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.
Look at the picture of the bearded dragon.
When frightened, the bearded dragon can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.
Now look at each animal. Figure out which animal has a similar adaptation.
The frillneck lizard has a layer of skin, called a frill, around its neck. It uses its neck to appear larger and more dangerous to a predator.
The lace monitor has a narrow neck. Its neck is not adapted to help it appear larger and more dangerous to a predator. | frillneck lizard | dd5f90c59b074598b5d6265d6490b011 |
validation_images/image_1003.png | Which property do these two objects have in common? | [
"soft",
"salty"
] | 1 | natural science | 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.
Potato chips have a salty taste. Both objects are salty.
A soft object changes shape when you squeeze it. The fries are soft, but the cracker is not.
The property that both objects have in common is salty. | 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.
Potato chips have a salty taste. Both objects are salty.
A soft object changes shape when you squeeze it. The fries are soft, but the cracker is not.
The property that both objects have in common is salty. | salty | 9d91d555614c43a6ae2097b4db516351 |
validation_images/image_1004.png | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnetic force is weaker in Pair 1.",
"The magnetic force is weaker in Pair 2.",
"The strength of the magnetic force is the same in both pairs."
] | 1 | natural science | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. | 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. | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.
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. | The magnetic force is weaker in Pair 2. | 43253548d17845f9abbac62607be31c4 |
validation_images/image_1005.png | Can Nembrotha megalocera cells make their own food? | [
"no",
"yes"
] | 0 | natural science | In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes | Nembrotha megalocera is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms. | In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes
Nembrotha megalocera is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms. | no | d30cb1d6adf447f7b101a6ff14b45a5c |
validation_images/image_1006.png | Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 1 | natural science | 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 (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. | 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. | 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 (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
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. | repel | 2a305952530c44ebb0ec0bb4643c2f19 |
validation_images/image_1007.png | Which statement best describes the average monthly precipitation in Boston? | [
"About the same amount of precipitation falls each month between May and October.",
"March is the month with the highest average precipitation.",
"March is drier than January, February, and October."
] | 0 | natural science | Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. | To describe the average precipitation trends in Boston, look at the graph.
Choice "Jan" is incorrect.
Choice "Feb" is incorrect.
Choice "Mar" is incorrect.
Choice "May" is incorrect.
Choice "Oct" is incorrect.
Choice "March is drier than January, February, and October." is incorrect.
Drier months have a lower average precipitation than wetter months. October has a lower average precipitation than March. So, March is not drier than October.
Choice "March is the month with the highest average precipitation." is incorrect.
January, not March, has the highest average monthly precipitation.
Choice "About the same amount of precipitation falls each month between May and October." is incorrect.
The average precipitation each month between May and October is about 3 inches. So, about the same amount of precipitation falls during each of these months. | Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.
To describe the average precipitation trends in Boston, look at the graph.
Choice "Jan" is incorrect.
Choice "Feb" is incorrect.
Choice "Mar" is incorrect.
Choice "May" is incorrect.
Choice "Oct" is incorrect.
Choice "March is drier than January, February, and October." is incorrect.
Drier months have a lower average precipitation than wetter months. October has a lower average precipitation than March. So, March is not drier than October.
Choice "March is the month with the highest average precipitation." is incorrect.
January, not March, has the highest average monthly precipitation.
Choice "About the same amount of precipitation falls each month between May and October." is incorrect.
The average precipitation each month between May and October is about 3 inches. So, about the same amount of precipitation falls during each of these months. | About the same amount of precipitation falls each month between May and October. | 5eddab01dd3d4e83b5f458bccac62a23 |
validation_images/image_1008.png | Which solution has a higher concentration of pink particles? | [
"neither; their concentrations are the same",
"Solution B",
"Solution A"
] | 2 | natural science | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. | Solution A | cd8fb7d5e07a47a8972332bf222b129d |
validation_images/image_1009.png | Is the following statement about our solar system true or false?
Neptune's volume is more than 50 times as great as that of Earth. | [
"false",
"true"
] | 1 | natural science | 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 50 times the volume of Earth.
Then compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 54,500 billion km^3. So, Neptune's volume is more than 50 times as great as that of Earth. | 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 50 times the volume of Earth.
Then compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 54,500 billion km^3. So, Neptune's volume is more than 50 times as great as that of Earth. | true | df9f5773781c4b129ea9cfdb18fe01f1 |
validation_images/image_1010.png | Which property do these three objects have in common? | [
"sticky",
"smooth",
"soft"
] | 1 | natural science | 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 soft object changes shape when pressed or squeezed. None of the objects are soft.
A smooth object is not scratchy or rough. All three objects are smooth.
A sticky object can attach or stick to other things. The wooden ruler and the ice hockey rink are not sticky.
The property that all three objects have in common is smooth. | 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 soft object changes shape when pressed or squeezed. None of the objects are soft.
A smooth object is not scratchy or rough. All three objects are smooth.
A sticky object can attach or stick to other things. The wooden ruler and the ice hockey rink are not sticky.
The property that all three objects have in common is smooth. | smooth | 0abd8976ea944c88bdf7231372fccf8b |
validation_images/image_1011.png | Which continent is highlighted? | [
"Asia",
"Europe",
"Africa",
"North America"
] | 2 | social science | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is Africa. | A continent is one of the major land masses on the earth. Most people say there are seven continents.
This continent is Africa. | Africa | 5a062d4b0b044934958228c32acac756 |
validation_images/image_1012.png | Which of these continents does the prime meridian intersect? | [
"North America",
"Europe",
"Asia"
] | 1 | social science | Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. | The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect North America or Asia. | Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect North America or Asia. | Europe | 99ad322f074a408face888b8177ea814 |
validation_images/image_1013.png | Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"sample A",
"sample B",
"neither; the samples have the same temperature"
] | 0 | natural science | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. | sample A | 1cee64bc45d342a4b3095b1dc7de71ad |
validation_images/image_1014.png | Which type of force from the man who is walking rolls the wheelchair along? | [
"pull",
"push"
] | 1 | natural science | A force is a push or a pull that one object applies to a second object.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling. | The man who is walking applies a force to the wheelchair to roll it along. The direction of this force is away from the walking man. This force is a push. | A force is a push or a pull that one object applies to a second object.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling.
The man who is walking applies a force to the wheelchair to roll it along. The direction of this force is away from the walking man. This force is a push. | push | b9ef53e7a9f0444aa908ec86bf4e0bc8 |
validation_images/image_1015.png | Is the following statement about our solar system true or false?
The four largest planets are made mainly of gas or ice. | [
"true",
"false"
] | 0 | natural science | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
| To decide which four planets are the largest, look at the volumes and compare the exponents. The volumes of Jupiter, Saturn, Uranus, and Neptune have the largest exponents. So, these four planets are the largest.
Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, the four largest planets are made mainly of gas or ice. | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To decide which four planets are the largest, look at the volumes and compare the exponents. The volumes of Jupiter, Saturn, Uranus, and Neptune have the largest exponents. So, these four planets are the largest.
Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, the four largest planets are made mainly of gas or ice. | true | 6ff67eb5c64b4b68a589597e8f87120b |
validation_images/image_1016.png | Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 1 | natural science | 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 north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| 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. | 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 north pole of each magnet is labeled N, and the south pole is labeled S.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
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. | repel | df00d046b7bb4b4e851646a0696c287d |
validation_images/image_1017.png | Is a coin a solid or a liquid? | [
"a liquid",
"a solid"
] | 1 | natural science | Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid. | A coin is a solid. A solid has a size and shape of its own.
Many coins are made of solid metal. | Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
A coin is a solid. A solid has a size and shape of its own.
Many coins are made of solid metal. | a solid | d78394e1fc0c401c8176e229aa16fab7 |
validation_images/image_1018.png | In this food chain, the butterfish is a secondary consumer. Why? | [
"It eats a primary consumer.",
"It eats a producer.",
"It eats a tertiary consumer."
] | 0 | natural science | Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer! | In this food chain, the butterfish is a secondary consumer because it eats a primary consumer. The primary consumer in this food chain is the sea squirt. | Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!
In this food chain, the butterfish is a secondary consumer because it eats a primary consumer. The primary consumer in this food chain is the sea squirt. | It eats a primary consumer. | 04849e68eda54681928ec78186cd431d |
validation_images/image_1019.png | Is the following statement about our solar system true or false?
Earth is the largest planet that is made mainly of rock. | [
"false",
"true"
] | 1 | natural science | 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. | 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. | true | a448d3810f5145c28ea7f35bf2a8e541 |
validation_images/image_1020.png | Which solution has a higher concentration of green particles? | [
"Solution A",
"Solution B",
"neither; their concentrations are the same"
] | 0 | natural science | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. | Solution A | 7f48ca74106b452997c8a11b16e0ab79 |
validation_images/image_1021.png | Which material is this paper clip made of? | [
"concrete",
"metal"
] | 1 | natural science | A material is a type of matter. Wood, glass, metal, and plastic are common materials. | Look at the picture of the paper clip.
The paper clip is made of metal.
Not all paper clips are made of metal. Some paper clips are made of colorful plastic. | A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Look at the picture of the paper clip.
The paper clip is made of metal.
Not all paper clips are made of metal. Some paper clips are made of colorful plastic. | metal | a0ce53e46a6b40288d8644aa9ba63b39 |
validation_images/image_1022.png | Select the organism in the same species as the smooth newt. | [
"Lissotriton vulgaris",
"Ambystoma texanum",
"Ambystoma opacum"
] | 0 | natural science | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A smooth newt's scientific name is Lissotriton vulgaris.
Ambystoma texanum does not have the same scientific name as a smooth newt. So, Lissotriton vulgaris and Ambystoma texanum are not in the same species.
Ambystoma opacum does not have the same scientific name as a smooth newt. So, Lissotriton vulgaris and Ambystoma opacum are not in the same species.
Lissotriton vulgaris has the same scientific name as a smooth newt. So, these organisms are in the same species. | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
A smooth newt's scientific name is Lissotriton vulgaris.
Ambystoma texanum does not have the same scientific name as a smooth newt. So, Lissotriton vulgaris and Ambystoma texanum are not in the same species.
Ambystoma opacum does not have the same scientific name as a smooth newt. So, Lissotriton vulgaris and Ambystoma opacum are not in the same species.
Lissotriton vulgaris has the same scientific name as a smooth newt. So, these organisms are in the same species. | Lissotriton vulgaris | 9558f99de0ed4d9382d0a6502b655f0b |
validation_images/image_1023.png | Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 0 | natural science | 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. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| 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 north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. | 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. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
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 north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. | attract | 0b0aa7d5a2a34b8183ad98d0aa1c9796 |
validation_images/image_1024.png | Does Pleopeltis polypodioides have cells that have a nucleus? | [
"no",
"yes"
] | 1 | natural science | In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes | Pleopeltis polypodioides is a plant. Plant cells have a nucleus. | In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes
Pleopeltis polypodioides is a plant. Plant cells have a nucleus. | yes | 2e307e0e54f6446b9bb0a3282a32676b |
validation_images/image_1025.png | Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium. | [
"to the left than to the right",
"to the right than to the left"
] | 1 | natural science | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. | 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 4 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 3 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.
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 4 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 3 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. | to the right than to the left | bae802358d7f445baf6603a571a88852 |
validation_images/image_1026.png | What type of rock is andesite? | [
"metamorphic",
"igneous",
"sedimentary"
] | 1 | natural science | Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. | Andesite is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.
Melted rock at the earth's surface is called lava. Andesite forms from lava that contains large amounts of iron, magnesium, and silica. As the lava cools, minerals such as feldspar and pyroxene begin to form. When the lava becomes solid, it turns into andesite. | Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.
Andesite is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.
Melted rock at the earth's surface is called lava. Andesite forms from lava that contains large amounts of iron, magnesium, and silica. As the lava cools, minerals such as feldspar and pyroxene begin to form. When the lava becomes solid, it turns into andesite. | igneous | 57f34bacb0544b589eb9ec8b522086b7 |
validation_images/image_1027.png | Select the mammal below. | [
"bison",
"American alligator"
] | 0 | natural science | 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 bison is a mammal. It has fur and feeds its young milk.
An American alligator is a reptile. It has scaly, waterproof skin. | 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 bison is a mammal. It has fur and feeds its young milk.
An American alligator is a reptile. It has scaly, waterproof skin. | bison | b772f392ecfc48aa82a0dff5fa5d2827 |
validation_images/image_1028.png | Select the organism in the same genus as the gray tree frog. | [
"Hyla japonica",
"Bufo guttatus",
"Atelopus zeteki"
] | 0 | natural science | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A gray tree frog's scientific name is Hyla versicolor. The first word of its scientific name is Hyla.
Hyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Hyla versicolor are in the same genus.
Bufo guttatus is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo guttatus and Hyla versicolor are not in the same genus.
Atelopus zeteki is in the genus Atelopus. The first word of its scientific name is Atelopus. So, Atelopus zeteki and Hyla versicolor are not in the same genus. | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
A gray tree frog's scientific name is Hyla versicolor. The first word of its scientific name is Hyla.
Hyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Hyla versicolor are in the same genus.
Bufo guttatus is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo guttatus and Hyla versicolor are not in the same genus.
Atelopus zeteki is in the genus Atelopus. The first word of its scientific name is Atelopus. So, Atelopus zeteki and Hyla versicolor are not in the same genus. | Hyla japonica | 04ee20e80770455b88b718ebd0bc02b7 |
validation_images/image_1029.png | Which bird's beak is also adapted to crack hard seeds? | [
"bald ibis",
"Asian golden weaver"
] | 1 | natural science | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. | Look at the picture of the large ground finch.
The large ground finch has a short, thick beak. Its beak is adapted to crack hard seeds. The large ground finch 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 Asian golden weaver has a short, thick beak. Its beak is adapted to crack hard seeds.
The bald ibis has a long curved beak. Its beak is not adapted to crack hard seeds. | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
Look at the picture of the large ground finch.
The large ground finch has a short, thick beak. Its beak is adapted to crack hard seeds. The large ground finch 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 Asian golden weaver has a short, thick beak. Its beak is adapted to crack hard seeds.
The bald ibis has a long curved beak. Its beak is not adapted to crack hard seeds. | Asian golden weaver | bddc4a2d372f474bb353c54596f1710b |
validation_images/image_1030.png | Which of these states is farthest south? | [
"Maine",
"Wisconsin",
"South Dakota",
"Oklahoma"
] | 3 | social science | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Oklahoma is farthest south. | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Oklahoma is farthest south. | Oklahoma | fb53ff86f2774bee9f80a53acbafaf89 |
validation_images/image_1031.png | Does this passage describe the weather or the climate? | [
"climate",
"weather"
] | 0 | natural science | 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 weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
Rising air in a low pressure system can cause clouds to build up in the sky. Low pressure systems are common in Seattle during the months of December, January, and February.
The underlined part of the passage tells you about the usual pattern of barometric pressure in Seattle. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. | 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 weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
Read the passage carefully.
Rising air in a low pressure system can cause clouds to build up in the sky. Low pressure systems are common in Seattle during the months of December, January, and February.
The underlined part of the passage tells you about the usual pattern of barometric pressure in Seattle. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. | climate | d9a83e27241f4ab4ae5bda1f6d3d3e1c |
validation_images/image_1032.png | Which bird's beak is also adapted to filter through mud? | [
"rosy-faced lovebird",
"mute swan"
] | 1 | natural science | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. | Look at the picture of the northern pintail.
The northern pintail has a wide, flat beak. Its beak is adapted to filter through mud. The northern pintail gathers muddy water in its beak. Then, it pushes the water out through gaps along the sides of the beak. Bits of food, such as plant roots, are left behind inside the pintail's beak.
Now look at each bird. Figure out which bird has a similar adaptation.
The mute swan has a wide, flat beak. Its beak is adapted to filter through mud.
The rosy-faced lovebird has a small hooked beak. Its beak is not adapted to filter through mud. The rosy-faced lovebird uses its beak to eat seeds and berries. | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
Look at the picture of the northern pintail.
The northern pintail has a wide, flat beak. Its beak is adapted to filter through mud. The northern pintail gathers muddy water in its beak. Then, it pushes the water out through gaps along the sides of the beak. Bits of food, such as plant roots, are left behind inside the pintail's beak.
Now look at each bird. Figure out which bird has a similar adaptation.
The mute swan has a wide, flat beak. Its beak is adapted to filter through mud.
The rosy-faced lovebird has a small hooked beak. Its beak is not adapted to filter through mud. The rosy-faced lovebird uses its beak to eat seeds and berries. | mute swan | 48151f67431f45f4ba4401ef6940f7da |
validation_images/image_1033.png | Which type of relationship is formed when a pseudoscorpion is dispersed by a harlequin beetle? | [
"mutualistic",
"parasitic",
"commensal"
] | 2 | natural science | When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed) | When a pseudoscorpion is dispersed by a harlequin beetle, the pseudoscorpion is able to move faster and farther than it could on its own. So, the pseudoscorpion benefits from its relationship with the beetle.
The beetle is not harmed by the pseudoscorpion, but the beetle is not helped, either. So, the beetle is not significantly affected by its relationship with the pseudoscorpion.
Since the pseudoscorpion benefits and the beetle is not significantly affected, a commensal relationship is formed when a pseudoscorpion is dispersed by a harlequin beetle. | When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)
When a pseudoscorpion is dispersed by a harlequin beetle, the pseudoscorpion is able to move faster and farther than it could on its own. So, the pseudoscorpion benefits from its relationship with the beetle.
The beetle is not harmed by the pseudoscorpion, but the beetle is not helped, either. So, the beetle is not significantly affected by its relationship with the pseudoscorpion.
Since the pseudoscorpion benefits and the beetle is not significantly affected, a commensal relationship is formed when a pseudoscorpion is dispersed by a harlequin beetle. | commensal | 99b7b05dce7a4e018d9644b5101e42bb |
validation_images/image_1034.png | Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 1 | natural science | 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 weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
Malaysia is located in Southeast Asia. It experiences cloudy, wet conditions during two different seasons each year.
The underlined part of the passage tells you about the usual pattern of cloud cover in Malaysia. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. | 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 weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
Read the passage carefully.
Malaysia is located in Southeast Asia. It experiences cloudy, wet conditions during two different seasons each year.
The underlined part of the passage tells you about the usual pattern of cloud cover in Malaysia. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. | climate | 647a9da226134870abd1505892c24c01 |
validation_images/image_1035.png | Is the following statement about our solar system true or false?
There are twice as many ice planets as rocky planets. | [
"true",
"false"
] | 1 | natural science | 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 there are two ice planets and four rocky planets. So, there are half as many ice planets as rocky 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 there are two ice planets and four rocky planets. So, there are half as many ice planets as rocky planets. | false | 1d2ca28c1a344b6e835e1c17f4506834 |
validation_images/image_1036.png | Which ocean is highlighted? | [
"the Indian Ocean",
"the Arctic Ocean",
"the Southern Ocean",
"the Atlantic Ocean"
] | 1 | social science | 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. | 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. | the Arctic Ocean | 9d944541c25344ccab1b5130c3b7d988 |
validation_images/image_1037.png | Which property matches this object? | [
"blue",
"rough"
] | 0 | natural science | 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.
Blue is a color.
This color is blue. The tent is blue.
A rough object feels scratchy when you touch it. The tent is not rough. | 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.
Blue is a color.
This color is blue. The tent is blue.
A rough object feels scratchy when you touch it. The tent is not rough. | blue | 90660c73a35c4c8fb84cb6f7ce069705 |
validation_images/image_1038.png | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is greater in Pair 1."
] | 1 | natural science | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. | Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. | The magnitude of the magnetic force is greater in Pair 2. | 82984e6389c24487b2af2fa232f48688 |
validation_images/image_1039.png | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is greater in Pair 1.",
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs."
] | 0 | natural science | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. | Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. | The magnitude of the magnetic force is greater in Pair 1. | 36b7db5a76624425b2cbe16af2705434 |
validation_images/image_1040.png | Complete the sentence.
The mutation in the () affected the structure and function of the (). | [
"Fgfr1a1 protein . . . fgfr1a1 gene",
"fgfr1a1 gene . . . Fgfr1a1 protein"
] | 1 | natural science | An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits. | A mutation in a gene may affect the protein it encodes.
So, the mutation in the fgfr1 a1 gene affected the structure and function of the Fgfr1 a1 protein. | An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.
A mutation in a gene may affect the protein it encodes.
So, the mutation in the fgfr1 a1 gene affected the structure and function of the Fgfr1 a1 protein. | fgfr1a1 gene . . . Fgfr1a1 protein | 279b626e15e344e9aaebd89d7c4e3faf |
validation_images/image_1041.png | Which statement describes the Oglala National Grassland ecosystem? | [
"It has soil that is rich in nutrients.",
"It has soil that is poor in nutrients."
] | 0 | natural science | An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there | A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statements describe the Oglala National Grassland ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has hot summers and cool winters. It has soil that is rich in nutrients. The following statement does not describe Oglala National Grassland: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has soil that is poor in nutrients. | An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there
A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statements describe the Oglala National Grassland ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has hot summers and cool winters. It has soil that is rich in nutrients. The following statement does not describe Oglala National Grassland: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has soil that is poor in nutrients. | It has soil that is rich in nutrients. | c2d2b8971f6a481795001d9fe3878250 |
validation_images/image_1042.png | Select the organism in the same species as the maroon clownfish. | [
"Premnas biaculeatus",
"Procambarus clarkii",
"Amphiprion melanopus"
] | 0 | natural science | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A maroon clownfish's scientific name is Premnas biaculeatus.
Procambarus clarkii does not have the same scientific name as a maroon clownfish. So, Premnas biaculeatus and Procambarus clarkii are not in the same species.
Amphiprion melanopus does not have the same scientific name as a maroon clownfish. So, Premnas biaculeatus and Amphiprion melanopus are not in the same species.
Premnas biaculeatus has the same scientific name as a maroon clownfish. So, these organisms are in the same species. | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
A maroon clownfish's scientific name is Premnas biaculeatus.
Procambarus clarkii does not have the same scientific name as a maroon clownfish. So, Premnas biaculeatus and Procambarus clarkii are not in the same species.
Amphiprion melanopus does not have the same scientific name as a maroon clownfish. So, Premnas biaculeatus and Amphiprion melanopus are not in the same species.
Premnas biaculeatus has the same scientific name as a maroon clownfish. So, these organisms are in the same species. | Premnas biaculeatus | 10128800863f4e2b8680ece0f7bd606d |
validation_images/image_1043.png | Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium. | [
"to the left than to the right",
"to the right than to the left"
] | 0 | natural science | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. | 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 4 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.
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 4 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. | to the left than to the right | 1e53eff4a31b4481bde8cd55a35d3ab8 |
validation_images/image_1044.png | Which bird's beak is also adapted to crack hard seeds? | [
"blue rock pigeon",
"bronze mannikin"
] | 1 | natural science | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks. | Look at the picture of the hawfinch.
The hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds. The hawfinch 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 bronze mannikin has a short, thick beak. Its beak is adapted to crack hard seeds.
The blue rock pigeon has a short, thin beak. Its beak is not adapted to crack hard seeds. | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
Look at the picture of the hawfinch.
The hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds. The hawfinch 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 bronze mannikin has a short, thick beak. Its beak is adapted to crack hard seeds.
The blue rock pigeon has a short, thin beak. Its beak is not adapted to crack hard seeds. | bronze mannikin | 8bb5987794944347973d3bc6e1e3cac3 |
validation_images/image_1045.png | In this food web, which organism contains matter that eventually moves to the bat star? | [
"zooplankton",
"orca"
] | 0 | natural science | A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. | 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 bat star.
The only arrow pointing from the orca leads to the sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the orca to the bat star.There is one path matter can take from the black rockfish to the bat star: black rockfish->kelp bass->bat star. There are three paths matter can take from the zooplankton to the bat star: zooplankton->kelp bass->bat star. zooplankton->plainfin midshipman->kelp bass->bat star. zooplankton->black rockfish->kelp bass->bat star. There is one path matter can take from the plainfin midshipman to the bat star: plainfin midshipman->kelp bass->bat star. | A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
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 bat star.
The only arrow pointing from the orca leads to the sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the orca to the bat star.There is one path matter can take from the black rockfish to the bat star: black rockfish->kelp bass->bat star. There are three paths matter can take from the zooplankton to the bat star: zooplankton->kelp bass->bat star. zooplankton->plainfin midshipman->kelp bass->bat star. zooplankton->black rockfish->kelp bass->bat star. There is one path matter can take from the plainfin midshipman to the bat star: plainfin midshipman->kelp bass->bat star. | zooplankton | 9c862875b3f64a57b850e780d3e2904d |
validation_images/image_1046.png | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is greater in Pair 1.",
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs."
] | 1 | natural science | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets. | The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.
The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. | The magnitude of the magnetic force is greater in Pair 2. | 617aaa9854b94007a48b949bccf4ba42 |
validation_images/image_1047.png | Which continent is highlighted? | [
"Australia",
"Europe",
"Asia",
"North America"
] | 0 | social science | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is Australia. | A continent is one of the major land masses on the earth. Most people say there are seven continents.
This continent is Australia. | Australia | 5535f27fd7154f2f81b3316ffdb1338e |
validation_images/image_1048.png | Which type of relationship is formed when a colony of acacia ants lives on a bullhorn acacia tree? | [
"mutualistic",
"commensal",
"parasitic"
] | 0 | natural science | When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed) | When acacia ants live on a bullhorn acacia tree, the ants get food and shelter. So, the ants benefit from their relationship with the bullhorn acacia tree.
The ants protect the tree and make it easier for the tree to get resources. So, the bullhorn acacia tree also benefits from its relationship with the ants.
Since both the acacia ants and the bullhorn acacia tree benefit, a mutualistic relationship is formed when acacia ants live on a bullhorn acacia tree. | When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.
This table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.
Type of symbiotic relationship | Organism of one species... | Organism of the other species...
Commensal | benefits | is not significantly affected
Mutualistic | benefits | benefits
Parasitic | benefits | is harmed (but not usually killed)
When acacia ants live on a bullhorn acacia tree, the ants get food and shelter. So, the ants benefit from their relationship with the bullhorn acacia tree.
The ants protect the tree and make it easier for the tree to get resources. So, the bullhorn acacia tree also benefits from its relationship with the ants.
Since both the acacia ants and the bullhorn acacia tree benefit, a mutualistic relationship is formed when acacia ants live on a bullhorn acacia tree. | mutualistic | c3c86943d14a4a28a8e9ab1aa0068e28 |
validation_images/image_1049.png | Will these magnets attract or repel each other? | [
"repel",
"attract"
] | 0 | natural science | 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. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
| 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. | 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. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
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. | repel | e71ec26ee9ec40248302816bc49966ac |
validation_images/image_1050.png | What is the expected ratio of offspring with dark yellow flowers to offspring with light yellow flowers? Choose the most likely ratio. | [
"1:3",
"2:2",
"3:1",
"0:4",
"4:0"
] | 3 | natural science | Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
| To determine how many boxes in the Punnett square represent offspring with dark yellow flowers or light yellow flowers, consider whether each phenotype is the dominant or recessive allele's version of the flower color trait. The question tells you that the F allele, which is for light yellow flowers, is dominant over the f allele, which is for dark yellow flowers.
Dark yellow flowers is the recessive allele's version of the flower color trait. A rose plant with the recessive version of the flower color trait must have only recessive alleles for the flower color gene. So, offspring with dark yellow flowers must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
Light yellow flowers is the dominant allele's version of the flower color trait. A rose plant with the dominant version of the flower color trait must have at least one dominant allele for the flower color gene. So, offspring with light yellow flowers must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
So, the expected ratio of offspring with dark yellow flowers to offspring with light yellow flowers is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with dark yellow flowers. Instead, this cross is expected to always produce offspring with light yellow flowers. | Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
To determine how many boxes in the Punnett square represent offspring with dark yellow flowers or light yellow flowers, consider whether each phenotype is the dominant or recessive allele's version of the flower color trait. The question tells you that the F allele, which is for light yellow flowers, is dominant over the f allele, which is for dark yellow flowers.
Dark yellow flowers is the recessive allele's version of the flower color trait. A rose plant with the recessive version of the flower color trait must have only recessive alleles for the flower color gene. So, offspring with dark yellow flowers must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
Light yellow flowers is the dominant allele's version of the flower color trait. A rose plant with the dominant version of the flower color trait must have at least one dominant allele for the flower color gene. So, offspring with light yellow flowers must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
So, the expected ratio of offspring with dark yellow flowers to offspring with light yellow flowers is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with dark yellow flowers. Instead, this cross is expected to always produce offspring with light yellow flowers. | 0:4 | 396b5aad2afd45a096f0a7af2a77c533 |
validation_images/image_1051.png | Is the following statement about our solar system true or false?
75% of the planets are made mainly of rock. | [
"true",
"false"
] | 1 | natural science | 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 four out of the eight planets are made mainly of rock. So, one-half, or 50%, of the planets are made mainly of rock. | 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 four out of the eight planets are made mainly of rock. So, one-half, or 50%, of the planets are made mainly of rock. | false | 08d398a2d8194517975eb36d854d1b6f |
validation_images/image_1052.png | Does Daphnia pulex have cells that have a nucleus? | [
"no",
"yes"
] | 1 | natural science | In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes | Daphnia pulex is an animal. Animal cells have a nucleus. | In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes
Daphnia pulex is an animal. Animal cells have a nucleus. | yes | 1ac8467917694149904806144b0424a0 |
validation_images/image_1053.png | Which solution has a higher concentration of pink particles? | [
"Solution A",
"neither; their concentrations are the same",
"Solution B"
] | 0 | natural science | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.
Use the concentration formula to find the number of pink particles per milliliter.
Solution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. | Solution A | ff297150c48c4f6ab9a4e3cfc73ca0f3 |
validation_images/image_1054.png | Does this passage describe the weather or the climate? | [
"climate",
"weather"
] | 0 | natural science | 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 weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
The Great Wall is located in northern China. This region is often cold and cloudy during December, January, and February.
The underlined part of the passage tells you about the usual pattern of cloud cover at the Great Wall of China. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. | 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 weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
Read the passage carefully.
The Great Wall is located in northern China. This region is often cold and cloudy during December, January, and February.
The underlined part of the passage tells you about the usual pattern of cloud cover at the Great Wall of China. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. | climate | bacad942a2394ca6b8dd62ead663688b |
validation_images/image_1055.png | Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium. | [
"to the right than to the left",
"to the left than to the right"
] | 1 | natural science | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. | 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 were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.
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 were 6 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right. | to the left than to the right | 5c838936432e4e48846a231c0436cbc0 |
validation_images/image_1056.png | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 2.",
"The magnetic force is weaker in Pair 1."
] | 2 | natural science | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. | 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. | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.
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. | The magnetic force is weaker in Pair 1. | f48bd4004f15449cab79232d2e5cba40 |
validation_images/image_1057.png | Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"neither; the samples have the same temperature",
"sample A",
"sample B"
] | 1 | natural science | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | 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 must have the higher temperature. | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
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 must have the higher temperature. | sample A | 1946d603342f4b5f9d994b39feca8c11 |
validation_images/image_1058.png | Which is this organism's scientific name? | [
"Bubo scandiacus",
"snowy owl"
] | 0 | natural science | 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, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca. | Bubo scandiacus is written in italics. The first word is capitalized, and the second word is not.
So, Bubo scandiacus is the scientific name. | 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, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.
Bubo scandiacus is written in italics. The first word is capitalized, and the second word is not.
So, Bubo scandiacus is the scientific name. | Bubo scandiacus | 58a3032985ea4494b7bd73efb093c138 |
validation_images/image_1059.png | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnetic force is stronger in Pair 1.",
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is stronger in Pair 2."
] | 1 | natural science | 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. | 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. | The strength of the magnetic force is the same in both pairs. | 57f79bae393140ecb830c0fad0479713 |
validation_images/image_1060.png | Select the mammal below. | [
"leafy seadragon",
"wombat",
"Chinese alligator",
"gray tree frog"
] | 1 | natural science | 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 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 leafy seadragon is a fish. It lives underwater. It has fins, not limbs.
A seadragon's body looks like a clump of seaweed. This helps the seadragon hide from its predators.
A wombat is a mammal. It has fur and feeds its young milk.
Wombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.
A Chinese alligator is a reptile. It has scaly, waterproof skin.
Alligators live in and around water. They can live near ponds, rivers, marshes, and lakes. | 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 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 leafy seadragon is a fish. It lives underwater. It has fins, not limbs.
A seadragon's body looks like a clump of seaweed. This helps the seadragon hide from its predators.
A wombat is a mammal. It has fur and feeds its young milk.
Wombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.
A Chinese alligator is a reptile. It has scaly, waterproof skin.
Alligators live in and around water. They can live near ponds, rivers, marshes, and lakes. | wombat | c1eb800d46aa4d7a90ecdf822d457683 |
validation_images/image_1061.png | Which of these states is farthest west? | [
"Rhode Island",
"New Hampshire",
"New York",
"Michigan"
] | 3 | social science | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Michigan is farthest west. | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Michigan is farthest west. | Michigan | 63504ef959694ffaa893ab65321860f5 |
validation_images/image_1062.png | Is the following statement about our solar system true or false?
Saturn's volume is more than 10,000 times as large as Mercury's. | [
"false",
"true"
] | 1 | natural science | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
| To determine if this statement is true, calculate the value of 10,000 times the volume of Mercury.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is more than 6.08 x 10^14 km^3. So, Saturn's volume is more than 10,000 times as large as Mercury's volume. | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
To determine if this statement is true, calculate the value of 10,000 times the volume of Mercury.
Then compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is more than 6.08 x 10^14 km^3. So, Saturn's volume is more than 10,000 times as large as Mercury's volume. | true | 9e72cb0d49ab4a05b0aeeee8d4f6e3fd |
validation_images/image_1063.png | During this time, thermal energy was transferred from () to (). | [
"the surroundings . . . each salmon",
"each salmon . . . the surroundings"
] | 0 | natural science | 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, thermal energy was transferred out of the object to its surroundings. | 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. | 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, thermal energy was transferred out of the object to its surroundings.
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. | the surroundings . . . each salmon | 056bae3de4a7408f8bb0fdb338599cf9 |
validation_images/image_1064.png | Is the air moving through a trumpet a solid, a liquid, or a gas? | [
"a gas",
"a liquid",
"a solid"
] | 0 | natural science | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. | The air moving through a trumpet is a gas. A gas expands to fill a space.
The air in a trumpet expands to fill all the space inside the trumpet. When air leaves the trumpet, the air expands into a much larger space. | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.
The air moving through a trumpet is a gas. A gas expands to fill a space.
The air in a trumpet expands to fill all the space inside the trumpet. When air leaves the trumpet, the air expands into a much larger space. | a gas | 4c405b875e074c8c939c3638f56fb81d |
validation_images/image_1065.png | Which three months have over 200millimeters of precipitation in Singapore? | [
"August, September, and October",
"May, June, and July",
"November, December, and January"
] | 2 | natural science | Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. | To describe the average precipitation trends in Singapore, look at the graph.
Choice "Jan" is incorrect.
Choice "May" is incorrect.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "Aug" is incorrect.
Choice "Sep" is incorrect.
Choice "Oct" is incorrect.
Choice "Nov" is incorrect.
Choice "Dec" is incorrect.
November, December, and January each have over 200 millimeters of precipitation. | Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.
To describe the average precipitation trends in Singapore, look at the graph.
Choice "Jan" is incorrect.
Choice "May" is incorrect.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "Aug" is incorrect.
Choice "Sep" is incorrect.
Choice "Oct" is incorrect.
Choice "Nov" is incorrect.
Choice "Dec" is incorrect.
November, December, and January each have over 200 millimeters of precipitation. | November, December, and January | d455ed0672214284ab2c8725a016edbe |
validation_images/image_1066.png | Will these magnets attract or repel each other? | [
"attract",
"repel"
] | 0 | natural science | 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 (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel. | To predict if these magnets will attract or repel, look at which poles are closest to each other.
The south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. | 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 (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
To predict if these magnets will attract or repel, look at which poles are closest to each other.
The south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. | attract | ef9ff5cbf8294ee29f16882b6de5be86 |
validation_images/image_1067.png | Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature? | [
"sample B",
"sample A",
"neither; the samples have the same temperature"
] | 1 | natural science | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy. | Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. | The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. | sample A | 328b32f712184f0daf03b7301927329f |
validation_images/image_1068.png | What type of rock is rhyolite? | [
"igneous",
"sedimentary",
"metamorphic"
] | 0 | natural science | Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties. | Rhyolite is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.
Melted rock at the earth's surface is called lava. Rhyolite forms from a type of lava that is rich in silica. As the lava cools, minerals such as quartz and feldspar begin to form. When the lava becomes solid, it turns into rhyolite. | Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.
Sedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.
Metamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.
Rhyolite is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.
Melted rock at the earth's surface is called lava. Rhyolite forms from a type of lava that is rich in silica. As the lava cools, minerals such as quartz and feldspar begin to form. When the lava becomes solid, it turns into rhyolite. | igneous | 4098a1a1de1a469dab29ffd9063b5b8c |
validation_images/image_1069.png | Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 0 | natural science | 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 weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
Madagascar is a country in Africa. One day in May 1932, the temperature fell to 0°C.
The underlined part of the passage tells you about a temperature measured on a specific day in Madagascar in 1932. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. | 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 weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
Read the passage carefully.
Madagascar is a country in Africa. One day in May 1932, the temperature fell to 0°C.
The underlined part of the passage tells you about a temperature measured on a specific day in Madagascar in 1932. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. | weather | f40c51211cd84800b3c66f3aa0d39187 |
validation_images/image_1070.png | Select the reptile below. | [
"giraffe",
"box turtle"
] | 1 | natural science | 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 giraffe is a mammal. It has hair and feeds its young milk.
A box turtle is a reptile. It has scaly, waterproof skin. | 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 giraffe is a mammal. It has hair and feeds its young milk.
A box turtle is a reptile. It has scaly, waterproof skin. | box turtle | 359ab3bfd0734e61b0ea6ab63e314af7 |
validation_images/image_1071.png | Is a screwdriver a solid, a liquid, or a gas? | [
"a liquid",
"a gas",
"a solid"
] | 2 | natural science | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas. | A screwdriver is a solid. A solid has a size and shape of its own.
This screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids. | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.
A screwdriver is a solid. A solid has a size and shape of its own.
This screwdriver has a metal blade and a plastic handle. Both metal and plastic are solids. | a solid | 4a903bb301dd48948f6a130b9032a6a6 |
validation_images/image_1072.png | Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium. | [
"to the right than to the left",
"to the left than to the right"
] | 0 | natural science | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. | 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 3 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.
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 3 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. | to the right than to the left | 8474c4bfde3f425ab75baab7b9bc4cf9 |
validation_images/image_1073.png | Complete the sentence.
The mutation in the () affected the structure and function of the (). | [
"CmACO1 gene . . . CmACO1 protein",
"CmACO1 protein . . . CmACO1 gene"
] | 0 | natural science | An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits. | A mutation in a gene may affect the protein it encodes.
So, the mutation in the CmACO1 gene affected the structure and function of the CmACO1 protein. | An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.
A permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.
The function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.
An organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.
A mutation in a gene may affect the protein it encodes.
So, the mutation in the CmACO1 gene affected the structure and function of the CmACO1 protein. | CmACO1 gene . . . CmACO1 protein | 745ee3df58f640438151a9ab8cc8d6f6 |
validation_images/image_1074.png | Select the organism in the same species as the American alligator. | [
"Ictinia mississippiensis",
"Alligator mississippiensis",
"Pelecanus occidentalis"
] | 1 | natural science | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| An American alligator's scientific name is Alligator mississippiensis.
Pelecanus occidentalis does not have the same scientific name as an American alligator. So, Alligator mississippiensis and Pelecanus occidentalis are not in the same species.
Ictinia mississippiensis does have the same species within its genus as an American alligator, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.
Alligator mississippiensis has the same scientific name as an American alligator. So, these organisms are in the same species. | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
An American alligator's scientific name is Alligator mississippiensis.
Pelecanus occidentalis does not have the same scientific name as an American alligator. So, Alligator mississippiensis and Pelecanus occidentalis are not in the same species.
Ictinia mississippiensis does have the same species within its genus as an American alligator, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.
Alligator mississippiensis has the same scientific name as an American alligator. So, these organisms are in the same species. | Alligator mississippiensis | aa0559a0b5b14291895be467f7e9ce5d |
validation_images/image_1075.png | Which of these states is farthest east? | [
"Connecticut",
"Ohio",
"Minnesota",
"Nebraska"
] | 0 | social science | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Connecticut is farthest east. | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Connecticut is farthest east. | Connecticut | 0954ab835d1d42f59f98ca6e9c6d8d46 |
validation_images/image_1076.png | Which continent is highlighted? | [
"Asia",
"South America",
"Antarctica",
"North America"
] | 1 | social science | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is South America. | A continent is one of the major land masses on the earth. Most people say there are seven continents.
This continent is South America. | South America | ac08023145db4432ab3cb55dbc7c4fb0 |
validation_images/image_1077.png | Is the air inside a beach ball a solid, a liquid, or a gas? | [
"a gas",
"a liquid",
"a solid"
] | 0 | natural science | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas. | The air inside a beach ball is a gas. A gas expands to fill a space.
The air fills all the space inside the beach ball. If air leaks out, it will expand into the space around the ball. | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. Air is a gas.
The air inside a beach ball is a gas. A gas expands to fill a space.
The air fills all the space inside the beach ball. If air leaks out, it will expand into the space around the ball. | a gas | 4881a51d40ec48a9bba957e0f6f890e1 |
validation_images/image_1078.png | Does this passage describe the weather or the climate? | [
"climate",
"weather"
] | 0 | natural science | 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 weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the passage carefully.
A cloud forest is a tropical mountain ecosystem that is home to a wide variety of species. Ecuador's cloud forests are filled with low, thick clouds most days of the year.
The underlined part of the passage tells you about the usual pattern of cloud cover in the cloud forest. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. | 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 weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
Read the passage carefully.
A cloud forest is a tropical mountain ecosystem that is home to a wide variety of species. Ecuador's cloud forests are filled with low, thick clouds most days of the year.
The underlined part of the passage tells you about the usual pattern of cloud cover in the cloud forest. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. | climate | 2bc027e36884458294d594fac3b420ca |
validation_images/image_1079.png | Which animal's skin is better adapted for protection against a predator with sharp teeth? | [
"European robin",
"southern three-banded armadillo"
] | 1 | natural science | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators. | Look at the picture of the armadillo lizard.
The armadillo lizard has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth. The scales make it difficult for predators to hurt or kill the armadillo lizard.
Now look at each animal. Figure out which animal has a similar adaptation.
The southern three-banded armadillo has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.
The European robin has soft feathers covering its skin. Its skin is not adapted for protection against predators with sharp teeth. | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
Look at the picture of the armadillo lizard.
The armadillo lizard has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth. The scales make it difficult for predators to hurt or kill the armadillo lizard.
Now look at each animal. Figure out which animal has a similar adaptation.
The southern three-banded armadillo has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.
The European robin has soft feathers covering its skin. Its skin is not adapted for protection against predators with sharp teeth. | southern three-banded armadillo | 4362e5bce30d42698379a889c7a79625 |
validation_images/image_1080.png | 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 soil that is rich in nutrients. It also has only a few types of trees."
] | 1 | natural science | An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there | 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 soil that is rich in nutrients. It also has only a few types of trees. | An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there
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 soil that is rich 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. | ef3164cf03024d8298a89386f5520b25 |
validation_images/image_1081.png | Which material is this jacket made of? | [
"ceramic",
"leather"
] | 1 | natural science | A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Some objects are made of just one material.
Most nails are made of metal.
Other objects are made of more than one material.
This hammer is made of metal and wood. | Look at the picture of the jacket.
The jacket is made of two different materials. The buckles are made of metal. The rest of the jacket is made of leather.
Not all shiny jackets are made of leather. Some are made from other fabrics designed to look like leather. | A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Some objects are made of just one material.
Most nails are made of metal.
Other objects are made of more than one material.
This hammer is made of metal and wood.
Look at the picture of the jacket.
The jacket is made of two different materials. The buckles are made of metal. The rest of the jacket is made of leather.
Not all shiny jackets are made of leather. Some are made from other fabrics designed to look like leather. | leather | 0958e178079f47d9b6cff7a69e149811 |
validation_images/image_1082.png | Based on the arrows, which of the following organisms is a consumer? | [
"bilberry",
"grizzly bear"
] | 1 | natural science | A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. | Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.
The bilberry does not have any arrows pointing to it. So, the bilberry is a producer, not a consumer.
The grizzly bear has arrows pointing to it from the barren-ground caribou and the bilberry. So, the grizzly bear is a consumer. | A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.
The bilberry does not have any arrows pointing to it. So, the bilberry is a producer, not a consumer.
The grizzly bear has arrows pointing to it from the barren-ground caribou and the bilberry. So, the grizzly bear is a consumer. | grizzly bear | d2bb79b763614455880beb5d6c2bfd7c |
validation_images/image_1083.png | Is diorite a mineral or a rock? | [
"rock",
"mineral"
] | 0 | natural science | Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different! | The properties of diorite match the properties of a rock. So, diorite is a rock. | Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!
The properties of diorite match the properties of a rock. So, diorite is a rock. | rock | 7c5a7653253e46238ec361cff96cbba0 |
validation_images/image_1084.png | Which solution has a higher concentration of yellow particles? | [
"neither; their concentrations are the same",
"Solution A",
"Solution B"
] | 2 | natural science | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | 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 milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles. | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
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 milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles. | Solution B | 3fb27b59a87c42c7a66ae6b7f165a14d |
validation_images/image_1085.png | Which property matches this object? | [
"soft",
"shiny"
] | 1 | natural science | 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 shiny object reflects a lot of light. The sunglasses are shiny.
A soft object changes shape when you squeeze it. The sunglasses are not soft. | 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 shiny object reflects a lot of light. The sunglasses are shiny.
A soft object changes shape when you squeeze it. The sunglasses are not soft. | shiny | 3b279fe8780845d68396487cd43f8b12 |
validation_images/image_1086.png | Which solution has a higher concentration of blue particles? | [
"Solution B",
"neither; their concentrations are the same",
"Solution A"
] | 1 | natural science | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | 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.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same. | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
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.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same. | neither; their concentrations are the same | a7db41fb76bf4c0e9be446db1c549d9c |
validation_images/image_1087.png | What is the expected ratio of offspring with a king coat to offspring with a spotted coat? Choose the most likely ratio. | [
"2:2",
"1:3",
"4:0",
"0:4",
"3:1"
] | 3 | natural science | Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
| To determine how many boxes in the Punnett square represent offspring with a king coat or a spotted coat, consider whether each phenotype is the dominant or recessive allele's version of the coat pattern trait. The question tells you that the a allele, which is for a king coat, is recessive to the A allele, which is for a spotted coat.
A king coat is the recessive allele's version of the coat pattern trait. A cheetah with the recessive version of the coat pattern trait must have only recessive alleles for the coat pattern gene. So, offspring with a king coat must have the genotype aa.
There are 0 boxes in the Punnett square with the genotype aa.
A spotted coat is the dominant allele's version of the coat pattern trait. A cheetah with the dominant version of the coat pattern trait must have at least one dominant allele for the coat pattern gene. So, offspring with a spotted coat must have the genotype AA or Aa.
All 4 boxes in the Punnett square have the genotype AA or Aa.
So, the expected ratio of offspring with a king coat to offspring with a spotted coat is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with a king coat. Instead, this cross is expected to always produce offspring with a spotted coat. | Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
To determine how many boxes in the Punnett square represent offspring with a king coat or a spotted coat, consider whether each phenotype is the dominant or recessive allele's version of the coat pattern trait. The question tells you that the a allele, which is for a king coat, is recessive to the A allele, which is for a spotted coat.
A king coat is the recessive allele's version of the coat pattern trait. A cheetah with the recessive version of the coat pattern trait must have only recessive alleles for the coat pattern gene. So, offspring with a king coat must have the genotype aa.
There are 0 boxes in the Punnett square with the genotype aa.
A spotted coat is the dominant allele's version of the coat pattern trait. A cheetah with the dominant version of the coat pattern trait must have at least one dominant allele for the coat pattern gene. So, offspring with a spotted coat must have the genotype AA or Aa.
All 4 boxes in the Punnett square have the genotype AA or Aa.
So, the expected ratio of offspring with a king coat to offspring with a spotted coat is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with a king coat. Instead, this cross is expected to always produce offspring with a spotted coat. | 0:4 | 38b48f38166b4c89bcd2fe7ce8e17892 |
validation_images/image_1088.png | Which material is this mug made of? | [
"ceramic",
"wood"
] | 0 | natural science | A material is a type of matter. Wood, glass, metal, and plastic are common materials. | Look at the picture of the mug.
The mug is ceramic.
Ceramics are made of clay. The clay is baked in an oven to make it hard. This oven is called a kiln. | A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Look at the picture of the mug.
The mug is ceramic.
Ceramics are made of clay. The clay is baked in an oven to make it hard. This oven is called a kiln. | ceramic | 5fb4a0747f07459cb468b9a22d35ec7a |
validation_images/image_1089.png | Which ocean is highlighted? | [
"the Pacific Ocean",
"the Arctic Ocean",
"the Indian Ocean",
"the Southern Ocean"
] | 1 | social science | 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. | 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. | the Arctic Ocean | a65e53cd8f8e47c68f9d5cec861f9a7a |
validation_images/image_1090.png | Is the following statement about our solar system true or false?
Jupiter's volume is more than ten times as large as Saturn's volume. | [
"false",
"true"
] | 0 | natural science | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
| To determine if this statement is true, calculate the value of ten times the volume of Saturn.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is less than 8.27 x 10^15 km^3. So, Jupiter's volume is less than ten times as large as Saturn's volume. | A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
To determine if this statement is true, calculate the value of ten times the volume of Saturn.
Then compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is less than 8.27 x 10^15 km^3. So, Jupiter's volume is less than ten times as large as Saturn's volume. | false | 9a673c2206b6472e810090527e321499 |
validation_images/image_1091.png | Which of these states is farthest west? | [
"Florida",
"Vermont",
"New Jersey",
"Maine"
] | 0 | social science | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Florida is farthest west. | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Florida is farthest west. | Florida | 18b176b5394b48359baa6969a31d158b |
validation_images/image_1092.png | Which air temperature was measured within the outlined area shown? | [
"4°C",
"7°C",
"30°C"
] | 2 | natural science | To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C. | Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 25°C and 35°C.
30°C is within this range.
4°C and 7°C are outside of this range. | To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.
The map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.
Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.
The legend tells you that this air mass contained air with temperatures between 25°C and 35°C.
30°C is within this range.
4°C and 7°C are outside of this range. | 30°C | 091351b326944bbdb72a791f64f0a99c |
validation_images/image_1093.png | Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnetic force is weaker in Pair 1.",
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 2."
] | 2 | natural science | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. | 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. | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.
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. | The magnetic force is weaker in Pair 2. | 80e30f7b1cb94d59a1644a55cad4ea14 |
validation_images/image_1094.png | Which property do these two objects have in common? | [
"colorful",
"breakable"
] | 0 | natural science | 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 colorful object has one or more bright colors. Both objects are colorful.
A breakable object will break into pieces if you drop it. The hot air balloon is not breakable.
The property that both objects have in common is colorful. | 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 colorful object has one or more bright colors. Both objects are colorful.
A breakable object will break into pieces if you drop it. The hot air balloon is not breakable.
The property that both objects have in common is colorful. | colorful | 945208c0697e410aa44e2488ef1945ff |
validation_images/image_1095.png | Select the bird below. | [
"piranha",
"barn owl",
"box turtle",
"western toad"
] | 1 | natural science | 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 box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!
A barn owl is a bird. It has feathers, two wings, and a beak.
Barn owls live on every continent except Antarctica.
A piranha is a fish. It lives underwater. It has fins, not limbs.
Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.
A western toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole. | 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 box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!
A barn owl is a bird. It has feathers, two wings, and a beak.
Barn owls live on every continent except Antarctica.
A piranha is a fish. It lives underwater. It has fins, not limbs.
Piranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.
A western toad is an amphibian. It has moist skin and begins its life in water.
Toads do not have teeth! They swallow their food whole. | barn owl | 0f75173b2f674be480252050fea5eb3a |
validation_images/image_1096.png | In this food chain, the great cormorant is a tertiary consumer. Why? | [
"It eats a producer.",
"It eats a primary consumer.",
"It eats a secondary consumer."
] | 2 | natural science | Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer! | In this food chain, the great cormorant is a tertiary consumer because it eats a secondary consumer. The secondary consumer in this food chain is the brown trout. | Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.
The food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.
Consumers eat other organisms. There can be several kinds of consumers in a food chain:
A primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.
A secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.
A tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.
A top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!
In this food chain, the great cormorant is a tertiary consumer because it eats a secondary consumer. The secondary consumer in this food chain is the brown trout. | It eats a secondary consumer. | 4899c48100a2468f974a88344fadc7f1 |
validation_images/image_1097.png | Which of these continents does the prime meridian intersect? | [
"Australia",
"Antarctica",
"North America"
] | 1 | social science | Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place. | The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect North America or Australia. | Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
The prime meridian is the line at 0° longitude. It intersects Antarctica. It does not intersect North America or Australia. | Antarctica | 37eacb7ce1bb4762a09d7db2364545dc |
validation_images/image_1098.png | Complete the statement.
Phosphorus tribromide is (). | [
"an elementary substance",
"a compound"
] | 1 | natural science | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. | Use the model to determine whether phosphorus tribromide 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 chemical elements represented in the model.
You can see from the model that a molecule of phosphorus tribromide is composed of one phosphorus atom and three bromine atoms bonded together.
Step 2: Determine whether the substance is an elementary substance or a compound.
You know from Step 1 that phosphorus tribromide is composed of two chemical elements: phosphorus and bromine. Since phosphorus tribromide is composed of multiple chemical elements bonded together, phosphorus tribromide is a compound. | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.
Use the model to determine whether phosphorus tribromide 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 chemical elements represented in the model.
You can see from the model that a molecule of phosphorus tribromide is composed of one phosphorus atom and three bromine atoms bonded together.
Step 2: Determine whether the substance is an elementary substance or a compound.
You know from Step 1 that phosphorus tribromide is composed of two chemical elements: phosphorus and bromine. Since phosphorus tribromide is composed of multiple chemical elements bonded together, phosphorus tribromide is a compound. | a compound | 21a62e1ef7b649e1ae4940f1d789bcc4 |
validation_images/image_1099.png | Complete the statement.
Phosphine is (). | [
"an elementary substance",
"a compound"
] | 1 | natural science | All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.
Scientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element. | Count the number of chemical elements represented in the model. Then, decide if phosphine is an elementary substance or a compound.
In this model, each ball is labeled with P for phosphorus or H for hydrogen. So, the model shows you that phosphine is made of two chemical elements bonded together.
Substances made of two or more chemical elements bonded together are compounds. So, phosphine is a compound. | All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.
Every chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.
Scientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.
Count the number of chemical elements represented in the model. Then, decide if phosphine is an elementary substance or a compound.
In this model, each ball is labeled with P for phosphorus or H for hydrogen. So, the model shows you that phosphine is made of two chemical elements bonded together.
Substances made of two or more chemical elements bonded together are compounds. So, phosphine is a compound. | a compound | 6d2f9c2d731843aba202cfd191002070 |