niryuu/sni-each-converted huggingface dataset:
Question: *** *** *** done *** *** results *** *** experiment *** not support *** hypothesis?  (A) repeat the experiment and check for errors (B) change the observations to match the hypothesis (C) redo the experiment until the expected results are obtained (D) record and analyze the data after changing the hypothesi.
Output: A.
Question: How does the appearance of a *** change during the ***?  (A) Its shape appears to become longer. (B) Its position appears to shift relative to the horizon. (C) Its brightest stars begin to appear orange. (D) Its distance to the North Star decreases.
Output: E.
Question: Plants transform *** when they make their own ***. Which type of *** is used by *** for making ***?  (A) electrical (B) heat (C) light (D) mechanica.
Output: E.
Question: *** *** rain *** forms ***  (A) energy. (B) evaporation. (C) precipitation. (D) clouds.
Output: E.
Question: Which *** is responsible for getting *** of *** *** and ***?  (A) digestive (B) urinary (C) locomotion (D) circulator.
Output: E.
Question: On a warm sunny afternoon, ocean water splashed onto a rock. A short time later, the rock was dry. Which statement best explains what happened to the water on the rock?  (A) Heat caused the water to become a gas. (B) Heat melted the water and it disappeared. (C) Salt caused the water to become a gas. (D) Salt melted the water and it disappeared.
Output: A.
Question: From what *** does almost all *** *** on *** come?  (A) Wind (B) Water (C) The Sun (D) The Moo.
Output: E.
Question: Which *** is the best *** *** to *** for *** *** ***?  (A) cotton (B) leather (C) plastic (D) woo.
Output: E.
Question: Which of the following does not *** from a ***?  (A) A pea plant (B) An oak tree (C) A sunflower (D) A spor.
Output: E.
Question: *** *** *** *** *** *** *** stem supports *** flower?  (A) the way water supports a boat crossing a river (B) the way a flagpole supports a flag in the schoolyard (C) the way bookends support books on a shelf (D) the way a belt supports pants on a person's wais.
Output: B.
Question: In *** ***, the *** *** ___.  (A) one rotation on its axis (B) one rotation around the Sun (C) one orbit around Mars (D) one revolution around the Moo.
Output: E.
Question: *** *** *** *** *** *** *** *** *** *** *** *** ***?  (A) Meter stick (B) Empty graduated cylinder (C) Graduated cylinder with water (D) Triple beam balanc.
Output: E.
Question: What part of DNA contains hundreds of pieces of information?  (A) tissues (B) chromosomes (C) muscles (D) blood cells.
Output: B.
Question: If you *** a piece of paper, which *** of the *** has ***?  (A) chemical (B) magnetic (C) physical (D) electrica.
Output: E.
Question: A student is looking at *** using a *** ***. What about the *** can best be seen with the *** ***?  (A) different colors of insect bodies (B) how insects protect themselves (C) type of eyes insects have (D) size of the insect.
Output: E.
Question: *** *** *** *** *** *** *** *** *** *** *** *** ***?  (A) one day (B) one month (C) one year (D) one centur.
Output: E.
Question: *** that *** down *** *** are called __________.  (A) carnivores (B) decomposers (C) herbivores (D) producer.
Output: E.
Question: Fourth graders are planning a roller-skate race. Which surface would be the best for this race?  (A) gravel (B) sand (C) blacktop (D) grass.
Output: C.
Question: *** *** *** or other ***. How much and what they *** *** other *** of the ecosystem. These *** between the *** *** in an *** is called ___.  (A) interdependence (B) decomposition (C) environment (D) food webbin.
Output: E.
Question: The *** ____ *** the ***.  (A) grows (B) revolves (C) rotates (D) tilt.
Output: E.
Question: *** *** oven door *** opened halfway *** baking *** *** *** *** *** *** *** decrease?  (A) the cooking time (B) the cake's size (C) the amount of calories (D) the temperature in the ove.
Output: D.
Question: Plants transform *** when they make their own food. Which type of *** is used by plants for making food?  (A) electrical (B) heat (C) light (D) mechanica.
Output: C.
Question: *** precaution *** *** *** *** *** *** *** observations *** *** Sun?  (A) Use only new equipment. (B) Use a very strong telescope. (C) Project image onto a piece of cardboard. (D) Look at the Sun only in the morning.
Output: C.
Question: *** of the *** are *** *** *** their *** *** ___.  (A) hibernating (B) animals (C) wind (D) dropping seed.
Output: E.
Question: James and Jordan roll their cars across the carpeted living room floor. They notice that they are *** moving as fast as they had when they played on the tiled kitchen floor. Which force is responsible for slowing down the cars?  (A) Wind (B) Gravity (C) Thrust (D) Frictio.
Output: D.
Question: Diatoms are *** that *** *** through the process of ***. *** are an *** of a *** that is ***.  (A) visible to the naked eye (B) disease-causing in humans (C) a primary producer (D) responsible for decompositio.
Output: E.
Question: If *** A *** with *** ***, and *** A is ***, what will most *** *** to *** ***?  (A) It will continue to live with species (A) (B) It will join with another species to compete with species (A) (C) It will move to another area away from species (A) (D) It will keep competing until species A is extinct.
Output: E.
Question: A student perfoms an *** by *** *** *** different amounts of *** for a ***. At the *** of the ***, she *** the *** mice. *** the *** is an *** of  (A) a measurement (B) a hypothesis (C) an explanation (D) background researc.
Output: E.
Question: *** *** *** *** *** *** made *** *** *** material?  (A) A pencil (B) A bicycle (C) A paper clip (D) A pair of shoe.
Output: E.
Question: Solar cells absorb energy from the sun. In order to use this energy to power household appliances, solar cells must convert the absorbed energy to  (A) heat. (B) light. (C) radiation. (D) electricity.
Output: D.
Question: A student puts two *** *** in the same type and *** of soil. She gives them the same *** of water. She puts one of these *** near a *** *** and the other in a *** ***. This *** *** how the *** *** to  (A) light (B) air (C) water (D) soil.
Output: A.
Question: *** *** can *** *** the *** of *** in *** by  (A) converting deforested areas into malls. (B) planting trees to replace what they cut down. (C) adding pesticides to the soil around the trees. (D) removing the tree stumps when trees are cut down.
Output: E.
Question: When a *** *** a *** and a *** *** is *** with *** *** and *** ***, the *** is *** ___.  (A) nuclear (B) chemical (C) reversible (D) physica.
Output: E.
Question: On a ***, *** ***, the local *** *** *** that a *** *** will be *** into the *** in the *** *** ***. Which *** *** will this *** most *** *** to the area?  (A) stormy (B) sunny (C) snowy (D) ho.
Output: E.
Question: The *** is part of the *** ***. *** the *** is most *** for *** who  (A) work inside banks. (B) sell televisions. (C) plant crops. (D) use computers.
Output: E.
Question: *** *** an *** to *** if the *** of *** *** in the *** *** to his ***. How should he *** his investigation?  (A) Count the number of earthworms that are already there (B) Make sure that there are no other organisms located in the soil (C) Clean out the plants in the garden (D) Make sure that the soil is mois.
Output: E.
Question: How would the *** *** in a *** *** most *** be *** if a *** *** is *** in that area?  (A) They would produce more offspring. (B) They would change the color of their feathers. (C) They would experience a decrease in available food. (D) They would experience a decrease in competition.
Output: E.
Question: Which part of the plant takes in water and nutrients?  (A) roots (B) stem (C) leaves (D) flowe.
Output: A.
Question: Valerie pumps her super squirt gun and squirts her friend. At which point is the amount of potential energy greatest?  (A) As the water almost reaches her friend (B) When the squirt gun is being pumped (C) Just before she squirts her friend (D) As the water first leaves the squirt gu.
Output: C.
Question: A student *** *** and sugar. Which *** *** the *** *** of *** and *** after they were mixed?  (A) The sugar dissolved the salt. (B) The salt and sugar changed color. (C) The sugar and the salt were unchanged. (D) The salt and sugar formed a new material.
Output: E.
Question: Which *** allows a *** to get *** ***?  (A) fins (B) lungs (C) gills (D) hear.
Output: E.
Question: A *** *** *** helps it *** *** that are *** on trees. This *** can be *** a(an)  (A) adaptation. (B) difficulty. (C) camouflage. (D) migration.
Output: E.
Question: The *** *** of a *** to an *** *** that produces seeds is known as a  (A) lunar cycle. (B) weekly cycle. (C) daily cycle. (D) life cycle.
Output: D.
Question: What are the bundles of chemicals in our body called that control what we look like?  (A) cells (B) genes (C) DNA (D) filament.
Output: B.
Question: What are the bundles of chemicals in our body called that control what we look like?  (A) cells (B) genes (C) DNA (D) filament.
Output: C.
Question: Seth *** a *** *** before he *** *** to *** with his *** for the day. The *** *** *** ***. Which *** listed below could *** and his *** do that would *** *** the *** *** ***?  (A) Go swimming (B) Play in the rain (C) Sell lemonade at their lemonade stand (D) Go to the movie theate.
Output: E.
Question: A *** *** her *** by *** a *** on a ***. Her *** *** *** the *** because  (A) heat energy can be transferred from one object to another (B) mechanical energy can be transferred from one object to another (C) sound energy can be reflected from one object to another (D) light energy can be reflected from one object to anothe.
Output: E.
Question: *** *** *** or other ***. How *** and what they *** affects other *** of the ecosystem. These *** between the *** *** in an *** is *** ___.  (A) interdependence (B) decomposition (C) environment (D) food webbin.
Output: E.
Question: *** *** is *** from *** to *** through  (A) cell division. (B) genes. (C) germination. (D) metamorphosis.
Output: E.
Question: Which of the following substances can be separated into *** ***?  (A) nitrogen (B) zinc (C) air (D) aluminu.
Output: E.
Question: Which of the following *** *** be *** into *** ***?  (A) nitrogen (B) zinc (C) air (D) aluminu.
Output: E.
Question: A flower produces *** that fall to the ground and *** into new plants that produce more flowers. The *** begin to *** by the process of  (A) fertilization. (B) germination. (C) maturation. (D) pollination.
Output: E.
Question: James and Jordan roll their *** across the carpeted living room floor. They notice that they are *** moving as fast as they had when they played on the tiled kitchen floor. Which *** is responsible for *** down the cars?  (A) Wind (B) Gravity (C) Thrust (D) Frictio.
Output: D.
Question: *** ***. *** is part of a *** *** that slowly *** on Earth where __________.  (A) continental plates collided (B) oceanic plates pulled apart (C) a continental and an oceanic plate pulled apart (D) a continental and an oceanic plate collide.
Output: E.
Question: Martin is writing a report for science class about how the tilt of Earth *** living organisms. Which subject should Martin include in his report that is directly *** by Earth's tilt?  (A) night and day (B) cloud formation (C) phases of the Moon (D) changing of the season.
Output: D.
Question: An *** *** depends on its *** to ___.  (A) harm its environment (B) change its environment (C) control its environment (D) respond to its environmen.
Output: E.
Question: Sandra puts some pill bugs into an open box. She covers half the box with a piece of cardboard. She then places the box *** on a summer day, and all the pill bugs move under the cardboard. The pill bugs are most likely *** to which of the following?  (A) air pressure (B) bright light (C) wind (D) fo.
Output: B.
Question: Which of the following would result in a *** in the *** *** population in the arctic?  (A) An increase in the amount of grass (B) An increase in the fish population (C) A decrease in the fish population (D) A decrease in the human populatio.
Output: E.
Question: *** protective spines *** *** cactus *** *** example ***  (A) adaptation (B) dispersal (C) photosynthesis (D) reproductio.
Output: A.
Question: A class is *** the *** between a *** *** and a *** organism. Which *** is a *** of a *** organism?  (A) a student passing out water to a group (B) a student getting cereal from the cabinet (C) two students collecting trash from a group (D) four students working together to move a des.
Output: E.
Question: Which example best shows structures that make up the *** *** in the *** body?  (A) heart, blood, vessels (B) nose, trachea, lungs (C) brain, spinal cord, nerves (D) esophagus, stomach, intestine.
Output: E.
Question: Carlos puts a new *** into a radio. What does the *** supply to the radio that makes it turn on?  (A) friction (B) electricity (C) a sound wave (D) a magnetic fiel.
Output: B.
Question: In which *** in *** *** *** is the *** period of ***?  (A) June (B) April (C) December (D) Octobe.
Output: E.
Question: For a *** to stay *** ***, where does it need to be placed?  (A) In a dry area (B) In a dark room (C) On a plant stand (D) Near a sunny plac.
Output: E.
Question: A vaccine can prevent a serious disease. When a new vaccine is developed, it is given to a small group of people. Why would it be important to *** each vaccine on a small group of people before everyone can have one?  (A) to figure out how much the vaccine is worth (B) to determine how the vaccine will affect people (C) to understand how that disease affects the human body (D) to find out how many people are affected by the diseas.
Output: B.
Question: *** *** *** example *** kinetic energy?  (A) a book sitting on a shelf (B) a ball rolling down a hill (C) a runner about to start a race (D) a window getting hot from the su.
Output: B.