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"data": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA 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.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest north?\nChoices:\nA. West Virginia\nB. Louisiana\nC. Arizona\nD. Oklahoma\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Tom and Justin's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nTom placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Tom launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Justin measured the distance between the catapult and the place where the ball hit the ground. Tom and Justin repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.\nFigure: a catapult for launching ping pong balls.\nChoices:\nA. Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?\nB. Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Franklin and Ronald's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nFranklin placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Franklin launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Ronald measured the distance between the catapult and the place where the ball hit the ground. Franklin and Ronald repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.\nFigure: a catapult for launching ping pong balls.\nChoices:\nA. Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?\nB. Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Luther and Roy's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLuther placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Luther launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Roy measured the distance between the catapult and the place where the ball hit the ground. Luther and Roy repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.\nFigure: a catapult for launching ping pong balls.\nChoices:\nA. Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?\nB. Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Ernest and William's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nErnest placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Ernest launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend William measured the distance between the catapult and the place where the ball hit the ground. Ernest and William repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.\nFigure: a catapult for launching ping pong balls.\nChoices:\nA. Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?\nB. Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Jeremiah and Dominic's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJeremiah placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Jeremiah launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Dominic measured the distance between the catapult and the place where the ball hit the ground. Jeremiah and Dominic repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.\nFigure: a catapult for launching ping pong balls.\nChoices:\nA. Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?\nB. Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Josh and Mark's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJosh placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Josh launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Mark measured the distance between the catapult and the place where the ball hit the ground. Josh and Mark repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.\nFigure: a catapult for launching ping pong balls.\nChoices:\nA. Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?\nB. Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\nQuestion: What is the probability that a goat produced by this cross will be homozygous dominant for the myotonia congenita gene?\nHint: This passage describes the myotonia congenita trait in goats:\nMyotonia congenita is a condition that causes temporary muscle stiffness. When goats with myotonia congenita attempt to run from a resting position, their leg muscles often stiffen, causing them to fall over. Because of this behavior, these goats are referred to as fainting goats. Myotonia congenita is also found in other mammals, including horses, cats, and humans.\nIn a group of goats, some individuals have myotonia congenita and others do not. In this group, the gene for the myotonia congenita trait has two alleles. The allele for having myotonia congenita (M) is dominant over the allele for not having myotonia congenita (m).\nThis Punnett square shows a cross between two goats.\nChoices:\nA. 1/4\nB. 0/4\nC. 4/4\nD. 2/4\nE. 3/4\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: 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.\nThe 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.\nQuestion: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nHint: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nChoices:\nA. neither; the samples have the same temperature\nB. sample A\nC. sample B\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of these organisms contains matter that was once part of the phytoplankton?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. black rockfish\nB. sea otter\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the secondary consumer in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. zooplankton\nB. phytoplankton\nC. kelp\nD. plainfin midshipman\nAnswer with the letter.",
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"data": "Answer: D",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of these organisms contains matter that was once part of the phytoplankton?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. sea otter\nB. kelp bass\nC. kelp\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the producer in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. orca\nB. bat star\nC. zooplankton\nD. kelp\nAnswer with the letter.",
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"data": "Answer: D",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the secondary consumer in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. phytoplankton\nB. black rockfish\nC. zooplankton\nD. sea urchin\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the omnivore in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. black rockfish\nB. zooplankton\nC. kelp bass\nD. orca\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the decomposer in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. sea cucumber\nB. kelp\nC. sea otter\nD. black rockfish\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: In this food web, which organism contains matter that eventually moves to the bat star?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. sea otter\nB. plainfin midshipman\nC. sea urchin\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the primary consumer in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. phytoplankton\nB. kelp bass\nC. orca\nD. sea otter\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the producer in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. bat star\nB. sea cucumber\nC. black rockfish\nD. phytoplankton\nAnswer with the letter.",
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"data": "Answer: D",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: In this food web, which organism contains matter that eventually moves to the sea cucumber?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. sea urchin\nB. black rockfish\nC. kelp bass\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of these organisms contains matter that was once part of the kelp?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. zooplankton\nB. plainfin midshipman\nC. sea urchin\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: In this food web, which organism contains matter that eventually moves to the sea cucumber?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. black rockfish\nB. sea otter\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of these organisms contains matter that was once part of the phytoplankton?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. orca\nB. zooplankton\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: In this food web, which organism contains matter that eventually moves to the sea cucumber?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. black rockfish\nB. bat star\nC. orca\nD. kelp bass\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the secondary consumer in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. orca\nB. sea otter\nC. sea urchin\nD. phytoplankton\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the primary consumer in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. kelp\nB. sea otter\nC. phytoplankton\nD. zooplankton\nAnswer with the letter.",
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"data": "Answer: D",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the tertiary consumer in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. orca\nB. black rockfish\nC. phytoplankton\nD. sea otter\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of the following organisms is the tertiary consumer in this food web?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. sea otter\nB. sea urchin\nC. phytoplankton\nD. kelp bass\nAnswer with the letter.",
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"data": "Answer: D",
"modality": "text",
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"data": "Lecture: A food web is a model.\nA 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.\nArrows show how matter moves.\nA 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.\nAn 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.\nAn 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.\nQuestion: Which of these organisms contains matter that was once part of the kelp?\nHint: Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.\nChoices:\nA. plainfin midshipman\nB. zooplankton\nC. orca\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: 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.\nThe 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.\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of blue particles?\nHint: The diagram below is a model of two solutions. Each blue ball represents one particle of solute.\nChoices:\nA. neither; their concentrations are the same\nB. Solution B\nC. Solution A\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese 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.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nHint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nChoices:\nA. The strength of the magnetic force is the same in both pairs.\nB. The magnetic force is stronger in Pair 2.\nC. The magnetic force is stronger in Pair 1.\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.\nQuestion: What does pollen help a plant do?\nHint: The male part of a flower makes pollen.\nChoices:\nA. make seeds\nB. grow bigger\nC. grow new leaves\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.\nQuestion: Complete the sentence.\nPollen helps a plant ().\nHint: The male part of a flower makes pollen.\nChoices:\nA. make flowers\nB. grow roots\nC. make seeds\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: 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.\nQuestion: Which property matches this object?\nHint: Select the better answer.\nChoices:\nA. flexible\nB. sticky\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Question: What is the capital of South Carolina?\nChoices:\nA. Columbia\nB. Montgomery\nC. Charleston\nD. Harrisburg\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Offspring phenotypes: dominant or recessive?\nHow 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.\nIf 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.\nIf 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.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\nQuestion: What is the probability that a koi fish produced by this cross will have black eyes?\nHint: In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for black eyes (e).\nThis Punnett square shows a cross between two koi fish.\nChoices:\nA. 0/4\nB. 1/4\nC. 4/4\nD. 3/4\nE. 2/4\nAnswer with the letter.",
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"data": "Answer: A",
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{
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"data": "Lecture: 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.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nQuestion: Which property do these three objects have in common?\nHint: Select the best answer.\nChoices:\nA. hard\nB. soft\nC. yellow\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Question: What is the capital of Colorado?\nChoices:\nA. Baton Rouge\nB. Denver\nC. Sacramento\nD. Spokane\nAnswer with the letter.",
"modality": "text",
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{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
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"data": "Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nQuestion: Select the fish below.\nHint: Fish live underwater. They have fins, not limbs. A tiger shark is an example of a fish.\nChoices:\nA. black howler\nB. cardinalfish\nAnswer with the letter.",
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"data": "Answer: B",
"modality": "text",
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"data": "Lecture: 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.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nQuestion: Select the fish below.\nHint: Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA tiger shark is an example of a fish.\nChoices:\nA. bald eagle\nB. anchovy\nC. brown tree frog\nD. loon\nAnswer with the letter.",
"modality": "text",
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"data": "Answer: B",
"modality": "text",
"role": "assistant"
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"data": "Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nQuestion: Select the fish below.\nHint: Fish live underwater. They have fins, not limbs. A tiger shark is an example of a fish.\nChoices:\nA. salmon\nB. Mojave rattlesnake\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA 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.\nEvery 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 fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists 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 the compound pyrite.\nIn 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.\nQuestion: Complete the statement.\nTungsten carbide is ().\nHint: The model below represents tungsten carbide. Tungsten carbide can be used to make the tips of ballpoint pens.\nChoices:\nA. an elementary substance\nB. a compound\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Question: What can Maureen and Kendrick trade to each get what they want?\nHint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMaureen and Kendrick open their lunch boxes in the school cafeteria. Neither Maureen nor Kendrick got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nMaureen's lunch Kendrick's lunch\nChoices:\nA. Kendrick can trade his broccoli for Maureen's oranges.\nB. Kendrick can trade his almonds for Maureen's tomatoes.\nC. Maureen can trade her tomatoes for Kendrick's broccoli.\nD. Maureen can trade her tomatoes for Kendrick's carrots.\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: Offspring phenotypes: dominant or recessive?\nHow 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.\nIf 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.\nIf 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.\nA 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.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere 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.\n\nQuestion: What is the expected ratio of offspring with a hairy body to offspring with a hairless body? Choose the most likely ratio.\nHint: In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairy body (B) is dominant over the allele for a hairless body (b).\nThis Punnett square shows a cross between two deer mice.\nChoices:\nA. 3:1\nB. 4:0\nC. 2:2\nD. 0:4\nE. 1:3\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Offspring phenotypes: dominant or recessive?\nHow 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.\nIf 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.\nIf 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.\nA 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.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere 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.\n\nQuestion: What is the expected ratio of offspring with a black body to offspring with a gray body? Choose the most likely ratio.\nHint: In a group of fruit flies, some individuals have a gray body and others have a black body. In this group, the gene for the body color trait has two alleles. The allele for a gray body (B) is dominant over the allele for a black body (b).\nThis Punnett square shows a cross between two fruit flies.\nChoices:\nA. 1:3\nB. 3:1\nC. 4:0\nD. 0:4\nE. 2:2\nAnswer with the letter.",
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"data": "Answer: D",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Gabe's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nGabe mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Gabe used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nB. Does temperature affect how much bacteria can grow in liquid?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Kenji's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nKenji mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Kenji used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nB. Does temperature affect how much bacteria can grow in liquid?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Kendrick's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nKendrick mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Kendrick used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Does temperature affect how much bacteria can grow in liquid?\nB. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Simon's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nSimon mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Simon used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Does temperature affect how much bacteria can grow in liquid?\nB. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Cole's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nCole mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Cole used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nB. Does temperature affect how much bacteria can grow in liquid?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Levi's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLevi mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Levi used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Does temperature affect how much bacteria can grow in liquid?\nB. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Kurt's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nKurt mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Kurt used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nB. Does temperature affect how much bacteria can grow in liquid?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Jaylen's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJaylen mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Jaylen used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nB. Does temperature affect how much bacteria can grow in liquid?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Barry's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nBarry mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Barry used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nB. Does temperature affect how much bacteria can grow in liquid?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Greg's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nGreg mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Greg used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nB. Does temperature affect how much bacteria can grow in liquid?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Edwin's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nEdwin mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Edwin used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nB. Does temperature affect how much bacteria can grow in liquid?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Connor's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nConnor mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Connor used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Does temperature affect how much bacteria can grow in liquid?\nB. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Bob's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nBob mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37°C room. Then, Bob used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.\nChoices:\nA. Does temperature affect how much bacteria can grow in liquid?\nB. Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink 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.\nJuice is a liquid. Honey is also a liquid.\nQuestion: Is a scarf a solid or a liquid?\nChoices:\nA. a solid\nB. a liquid\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome 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.\nWhen 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.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen 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.\nMany gases are invisible. Air is a gas.\nQuestion: Is a scarf a solid, a liquid, or a gas?\nChoices:\nA. a liquid\nB. a solid\nC. a gas\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nQuestion: Which material is this scarf made of?\nChoices:\nA. wool\nB. asphalt\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nQuestion: Which animal is also adapted for climbing trees?\nHint: s live in rain forests on the island of Sumatra in Asia. They climb trees to find food and shelter. The orangutan's hands and feet are adapted for climbing trees.\nFigure: Sumatran orangutan.\nChoices:\nA. takin\nB. red-handed tamarin\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nQuestion: Which animal is also adapted for climbing trees?\nHint: s live in rain forests on the island of Sumatra in Asia. They climb trees to find food and shelter. The orangutan's hands and feet are adapted for climbing trees.\nFigure: Sumatran orangutan.\nChoices:\nA. okapi\nB. lar gibbon\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nQuestion: Which animal is also adapted for climbing trees?\nHint: s live in rain forests on the island of Sumatra in Asia. They climb trees to find food and shelter. The orangutan's hands and feet are adapted for climbing trees.\nFigure: Sumatran orangutan.\nChoices:\nA. red-shanked douc\nB. Grevy's zebra\nAnswer with the letter.",
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{
"data": "Answer: A",
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"data": "Lecture: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\nQuestion: Which of the following was a dependent variable in this experiment?\nHint: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nPam was using steel to make rusted sculptures. After building each sculpture, she caused the steel in the sculpture to rust by placing it into a tub filled with salt water for eight hours. Pam wondered if steel would rust faster submerged in vinegar instead of salt water.\nTo find out, Pam cut ten squares of steel sheet metal and split them into two equal groups. She put one group of squares into a tub filled with salt water and the other group of squares into a tub filled with vinegar. Once an hour for eight hours, Pam counted the number of rusted steel squares in each group.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: a sculpture made from rusted steel.\nChoices:\nA. the type of liquid used\nB. the number of rusted steel squares\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.\nQuestion: In this experiment, which were part of an experimental group?\nHint: The passage below describes an experiment.\n\nLayla was using steel to make rusted sculptures. After building each sculpture, she caused it to rust by placing it in salt water for eight hours. Layla wondered if steel would rust faster if she added vinegar to the salt water.\nLayla cut ten squares of steel sheet metal. She put five of the squares into a tub filled with salt water. She put the other five squares into a tub filled with salt water mixed with vinegar. Once an hour for eight hours, Layla counted how many steel squares in each group had rust on them.\nFigure: a sculpture made from rusted steel.\nChoices:\nA. the steel squares soaked in salt water\nB. the steel squares soaked in salt water and vinegar\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: 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.\nThe 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.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nHint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nChoices:\nA. The magnitude of the magnetic force is smaller in Pair 2.\nB. The magnitude of the magnetic force is smaller in Pair 1.\nC. The magnitude of the magnetic force is the same in both pairs.\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome 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.\nWhen 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.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen 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.\nMany gases are invisible. Air is a gas.\nQuestion: Is chalk a solid, a liquid, or a gas?\nChoices:\nA. a liquid\nB. a solid\nC. a gas\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: 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.\nThe 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.\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of yellow particles?\nHint: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nChoices:\nA. neither; their concentrations are the same\nB. Solution B\nC. Solution A\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nQuestion: Which animal's feet are also adapted for swimming?\nHint: s spend much of their lives at sea. They eat mostly fish, which they catch while swimming and diving. The feet of the are adapted for swimming.\nFigure: Atlantic puffin.\nChoices:\nA. blue-footed booby\nB. tokay gecko\nAnswer with the letter.",
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"data": "Answer: A",
"modality": "text",
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"data": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nQuestion: Which animal's feet are also adapted for swimming?\nHint: s spend much of their lives at sea. They eat mostly fish, which they catch while swimming and diving. The feet of the are adapted for swimming.\nFigure: Atlantic puffin.\nChoices:\nA. tokay gecko\nB. lava gull\nAnswer with the letter.",
"modality": "text",
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{
"data": "Answer: B",
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[
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"data": "Lecture: 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.\nThe 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.\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of green particles?\nHint: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nChoices:\nA. Solution A\nB. Solution B\nC. neither; their concentrations are the same\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Question: What is the capital of Washington?\nChoices:\nA. Santa Fe\nB. Seattle\nC. New Orleans\nD. Olympia\nAnswer with the letter.",
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"data": "Answer: D",
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"data": "Question: What is the capital of New York?\nChoices:\nA. Albany\nB. Lansing\nC. Buffalo\nD. Hartford\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again.\nQuestion: Which cones make pollen?\nHint: This diagram shows the life cycle of a pine tree.\nChoices:\nA. pollinated cones\nB. male cones\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again.\nQuestion: How can pine tree seeds get dispersed?\nHint: This diagram shows the life cycle of a pine tree.\nChoices:\nA. by sticking to female cones\nB. by blowing in the wind\nAnswer with the letter.",
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"data": "Answer: B",
"modality": "text",
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"data": "Lecture: Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again.\nQuestion: Which part of a pine tree makes seeds?\nHint: This diagram shows the life cycle of a pine tree.\nChoices:\nA. the needles\nB. the cones\nAnswer with the letter.",
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"data": "Answer: B",
"modality": "text",
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"data": "Lecture: Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again.\nQuestion: Which cones make eggs?\nHint: This diagram shows the life cycle of a pine tree.\nChoices:\nA. male cones\nB. female cones\nAnswer with the letter.",
"modality": "text",
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"data": "Answer: B",
"modality": "text",
"role": "assistant"
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"data": "Lecture: Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again.\nQuestion: Which part of a pine tree can grow into a new tree?\nHint: This diagram shows the life cycle of a pine tree.\nChoices:\nA. a seed\nB. a needle\nAnswer with the letter.",
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"data": "Answer: A",
"modality": "text",
"role": "assistant"
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"data": "Lecture: Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again.\nQuestion: A pine tree is a conifer. What type of plant is a conifer?\nHint: This diagram shows the life cycle of a pine tree.\nChoices:\nA. a gymnosperm\nB. an angiosperm\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Question: What can Debbie and Madelyn trade to each get what they want?\nHint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nDebbie and Madelyn open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Debbie wanted broccoli in her lunch and Madelyn was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nChoices:\nA. Madelyn can trade her broccoli for Debbie's oranges.\nB. Debbie can trade her tomatoes for Madelyn's broccoli.\nC. Debbie can trade her tomatoes for Madelyn's sandwich.\nD. Madelyn can trade her almonds for Debbie's tomatoes.\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA 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.\nEvery 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 fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.\nQuestion: Complete the statement.\nPalladium is ().\nHint: The model below represents palladium. Palladium is a metal that reacts with the gases produced by car engines to make the gases less harmful.\nChoices:\nA. a compound\nB. an elementary substance\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Offspring phenotypes: dominant or recessive?\nHow 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.\nIf 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.\nIf 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.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\nQuestion: What is the probability that a Nile tilapia fish produced by this cross will have a greenish-brown body?\nHint: In a group of Nile tilapia fish, some individuals have a greenish-brown body and others have a pink body. In this group, the gene for the body color trait has two alleles. The allele for a pink body (b) is recessive to the allele for a greenish-brown body (B).\nThis Punnett square shows a cross between two Nile tilapia fish.\nChoices:\nA. 2/4\nB. 3/4\nC. 1/4\nD. 0/4\nE. 4/4\nAnswer with the letter.",
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"data": "Answer: E",
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"data": "Lecture: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\nQuestion: What is the probability that a guppy produced by this cross will be heterozygous for the body color gene?\nHint: In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a gray body (B) is dominant over the allele for a golden body (b).\nThis Punnett square shows a cross between two guppies.\nChoices:\nA. 0/4\nB. 4/4\nC. 2/4\nD. 1/4\nE. 3/4\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\nQuestion: What is the probability that a rainbow trout produced by this cross will be homozygous recessive for the body color gene?\nHint: In a group of rainbow trout, some individuals have a greenish-brown body and others have a blue body. In this group, the gene for the body color trait has two alleles. The allele for a blue body (b) is recessive to the allele for a greenish-brown body (B).\nThis Punnett square shows a cross between two rainbow trout.\nChoices:\nA. 0/4\nB. 3/4\nC. 4/4\nD. 2/4\nE. 1/4\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food.\nQuestion: In this food chain, the Mojave yucca is a producer. Why?\nHint: This diagram shows a food chain from a desert ecosystem in Southern California.\nChoices:\nA. It eats another living thing.\nB. It makes its own food.\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food.\nQuestion: In this food chain, the scorpion is a consumer. Why?\nHint: This diagram shows a food chain from a desert ecosystem in Southern California.\nChoices:\nA. It makes its own food.\nB. It eats another living thing.\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA 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.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest east?\nChoices:\nA. Montana\nB. New Mexico\nC. Arkansas\nD. Nebraska\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether 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.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nQuestion: Will these magnets attract or repel each other?\nHint: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nChoices:\nA. repel\nB. attract\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Question: Which country is highlighted?\nChoices:\nA. Saint Lucia\nB. Grenada\nC. Haiti\nD. Cuba\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Question: What is the name of the colony shown?\nChoices:\nA. New Jersey\nB. Virginia\nC. West Virginia\nD. Indiana\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Cody's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCody was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Cody wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Carter's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCarter was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Carter wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Nolan's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nNolan was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Nolan wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Donald's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDonald was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Donald wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Alec's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nAlec was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Alec wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could John's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nJohn was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. John wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Sanjay's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nSanjay was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Sanjay wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Leroy's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nLeroy was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Leroy wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Trevor's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nTrevor was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Trevor wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Jerry's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nJerry was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Jerry wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
"modality": "text",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Kevin's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nKevin was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Kevin wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
"modality": "text",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Devin's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDevin was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Devin wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
"modality": "text",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Brody's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nBrody was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Brody wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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{
"data": "Answer: A",
"modality": "text",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could David's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDavid was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. David wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
"modality": "text",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Caleb's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCaleb was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Caleb wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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{
"data": "Answer: B",
"modality": "text",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Malik's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMalik was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Malik wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
"modality": "text",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Matt's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMatt was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Matt wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
"modality": "text",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Dalton's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDalton was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Dalton wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
"modality": "text",
"role": "assistant"
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Tyrone's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nTyrone was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Tyrone wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
"modality": "text",
"role": "assistant"
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Anthony's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nAnthony was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Anthony wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
"modality": "text",
"role": "assistant"
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Joseph's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nJoseph was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Joseph wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"role": "user"
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"data": "Answer: B",
"modality": "text",
"role": "assistant"
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Abdul's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nAbdul was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Abdul wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"role": "user"
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"data": "Answer: B",
"modality": "text",
"role": "assistant"
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Bruce's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nBruce was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Bruce wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Mark's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMark was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Mark wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Gavin's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nGavin was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Gavin wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Dave's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDave was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Dave wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Eli's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nEli was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Eli wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Dominic's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDominic was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Dominic wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Jason's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nJason was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Jason wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. if the weather station would work when the temperature was 50°C\nB. how well the weather station would work when it was windy\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Leon's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nLeon was a mechanical engineer who was designing to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40°C. Leon wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50°C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50°C.\nFigure: a weather station.\nChoices:\nA. how well the weather station would work when it was windy\nB. if the weather station would work when the temperature was 50°C\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.\nEvery element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.\nSo, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.\nQuestion: Select the chemical formula for this molecule.\nChoices:\nA. H2F\nB. H2F2\nC. HF\nD. HF2\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA 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.\nEvery 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.\nScientists 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.\nIn 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.\nQuestion: Complete the statement.\nHydrogen fluoride is ().\nHint: The model below represents a molecule of hydrogen fluoride. Hydrogen fluoride is used to make chemicals that can help keep refrigerators cool.\nChoices:\nA. a compound\nB. an elementary substance\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nQuestion: During this time, thermal energy was transferred from () to ().\nHint: Two identical aquariums were next to an open window. One aquarium had a plastic cover on it, and the other was uncovered. This table shows how the temperature of each aquarium changed over 1.5hours.\nChoices:\nA. each aquarium . . . the surroundings\nB. the surroundings . . . each aquarium\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Question: What is the capital of Texas?\nChoices:\nA. Dallas\nB. Atlanta\nC. Salem\nD. Austin\nAnswer with the letter.",
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"data": "Answer: D",
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"data": "Question: Which of these cities is marked on the map?\nChoices:\nA. New York City\nB. Philadelphia\nC. Pittsburgh\nD. Washington, D.C.\nAnswer with the letter.",
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"data": "Answer: D",
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"data": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe 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.\nA 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.\nTogether, 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.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nQuestion: Select the organism in the same genus as the crystal jellyfish.\nHint: This organism is a crystal jellyfish. Its scientific name is Aequorea victoria.\nChoices:\nA. Goura victoria\nB. Larus occidentalis\nC. Aequorea victoria\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe 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.\nA 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.\nTogether, 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.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nQuestion: Select the organism in the same species as the crystal jellyfish.\nHint: This organism is a crystal jellyfish. Its scientific name is Aequorea victoria.\nChoices:\nA. Cyanea capillata\nB. Aurelia aurita\nC. Aequorea victoria\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: 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.\nThe 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.\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of green particles?\nHint: The diagram below is a model of two solutions. Each green ball represents one particle of solute.\nChoices:\nA. Solution A\nB. neither; their concentrations are the same\nC. Solution B\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese 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.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nHint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nChoices:\nA. The magnetic force is stronger in Pair 1.\nB. The magnetic force is stronger in Pair 2.\nC. The strength of the magnetic force is the same in both pairs.\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: 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.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nQuestion: Which property do these four objects have in common?\nHint: Select the best answer.\nChoices:\nA. translucent\nB. sweet\nC. fuzzy\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nQuestion: Which type of force from the girl opens the window?\nHint: A girl applies a force to a window. She uses the force to open the window.\nChoices:\nA. pull\nB. push\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.\nQuestion: What is the direction of this push?\nHint: A girl opens a window upstairs. She uses a force to push the window open with her hands.\nChoices:\nA. away from her hands\nB. toward her hands\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: 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.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nQuestion: Which statement describes the Tallgrass Prairie National Preserve ecosystem?\nHint: Figure: Tallgrass Prairie National Preserve.\nTallgrass Prairie National Preserve is a prairie grassland ecosystem in eastern Kansas. The preserve is named for its grass, which can grow over five feet tall. This type of grass once covered large parts of North America, but it is now rare. Most of the tallgrass in North America was destroyed to create farmland.\nChoices:\nA. It has a medium amount of rain.\nB. It has soil that is poor in nutrients.\nC. It has cold winters and cool summers.\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: 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.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nQuestion: Which better describes the Tallgrass Prairie National Preserve ecosystem?\nHint: Figure: Tallgrass Prairie National Preserve.\nTallgrass Prairie National Preserve is a prairie grassland ecosystem in eastern Kansas.\nChoices:\nA. It has cool winters. It also has a medium amount of rain.\nB. It has a small amount of rain. It also has dry, thin soil.\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Question: What can Akira and Brooke trade to each get what they want?\nHint: Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nAkira and Brooke open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Akira wanted broccoli in her lunch and Brooke was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nChoices:\nA. Brooke can trade her broccoli for Akira's oranges.\nB. Brooke can trade her almonds for Akira's tomatoes.\nC. Akira can trade her tomatoes for Brooke's sandwich.\nD. Akira can trade her tomatoes for Brooke's broccoli.\nAnswer with the letter.",
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"data": "Answer: D",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Lily's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLily glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Lily made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Lily compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nChoices:\nA. Do the temperatures inside boxes depend on the sizes of the boxes?\nB. Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Nicole's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nNicole glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Nicole made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Nicole compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nChoices:\nA. Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?\nB. Do the temperatures inside boxes depend on the sizes of the boxes?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Jeanette's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJeanette glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Jeanette made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Jeanette compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nChoices:\nA. Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?\nB. Do the temperatures inside boxes depend on the sizes of the boxes?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Trisha's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nTrisha glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Trisha made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Trisha compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nChoices:\nA. Do the temperatures inside boxes depend on the sizes of the boxes?\nB. Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Judith's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJudith glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Judith made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Judith compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nChoices:\nA. Do the temperatures inside boxes depend on the sizes of the boxes?\nB. Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Jackie's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJackie glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Jackie made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Jackie compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nChoices:\nA. Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?\nB. Do the temperatures inside boxes depend on the sizes of the boxes?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Irma's experiment can best answer.\nHint: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nIrma glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Irma made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Irma compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.\nChoices:\nA. Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?\nB. Do the temperatures inside boxes depend on the sizes of the boxes?\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.\nQuestion: What is this tarantula's scientific name?\nHint: This species of tarantula was discovered near Folsom Prison in California. It was named after the musician Johnny Cash, who sang about the prison and was often called \"The Man in Black.\"\nChoices:\nA. Aphonopelma johnnycashi\nB. Aphonopelma seemanni\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Question: What is the capital of Washington?\nChoices:\nA. Seattle\nB. Olympia\nC. Denver\nD. Spokane\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe 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.\nQuestion: Which bird's beak is also adapted to get nectar out of long flowers?\nHint: Green violetears live in the forests of Central and South America. The shape of the 's beak is adapted to get nectar out of long flowers.\nFigure: green violetear.\nChoices:\nA. ground hornbill\nB. violet sabrewing\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe 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.\nQuestion: Which bird's beak is also adapted to get nectar out of long flowers?\nHint: Green violetears live in the forests of Central and South America. The shape of the 's beak is adapted to get nectar out of long flowers.\nFigure: green violetear.\nChoices:\nA. hawfinch\nB. rufous hummingbird\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe 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.\nQuestion: Which bird's beak is also adapted to get nectar out of long flowers?\nHint: Green violetears live in the forests of Central and South America. The shape of the 's beak is adapted to get nectar out of long flowers.\nFigure: green violetear.\nChoices:\nA. bronzy sunbird\nB. northern mockingbird\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA 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.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest north?\nChoices:\nA. West Virginia\nB. Mississippi\nC. Nebraska\nD. Oklahoma\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: Offspring phenotypes: dominant or recessive?\nHow 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.\nIf 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.\nIf 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.\nA 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.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere 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.\n\nQuestion: What is the expected ratio of offspring with brown eyes to offspring with red eyes? Choose the most likely ratio.\nHint: In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele for brown eyes (E) is dominant over the allele for red eyes (e).\nThis Punnett square shows a cross between two guinea pigs.\nChoices:\nA. 3:1\nB. 1:3\nC. 2:2\nD. 4:0\nE. 0:4\nAnswer with the letter.",
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"data": "Answer: D",
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"data": "Lecture: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\nQuestion: What is the probability that a fruit fly produced by this cross will be homozygous dominant for the eye color gene?\nHint: In a group of fruit flies, some individuals have red eyes and others have brown eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for brown eyes (e).\nThis Punnett square shows a cross between two fruit flies.\nChoices:\nA. 2/4\nB. 0/4\nC. 4/4\nD. 1/4\nE. 3/4\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\nQuestion: What is the probability that an American curl cat produced by this cross will be heterozygous for the ear type gene?\nHint: In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele for straight ears (e) is recessive to the allele for curled ears (E).\nThis Punnett square shows a cross between two American curl cats.\nChoices:\nA. 0/4\nB. 3/4\nC. 2/4\nD. 4/4\nE. 1/4\nAnswer with the letter.",
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"data": "Answer: C",
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{
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"data": "Question: What is the capital of Washington?\nChoices:\nA. Louisville\nB. Seattle\nC. Olympia\nD. Spokane\nAnswer with the letter.",
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{
"data": "Answer: C",
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"data": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA 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.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest east?\nChoices:\nA. Mississippi\nB. New York\nC. Montana\nD. Minnesota\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Question: What is the capital of Vermont?\nChoices:\nA. Montpelier\nB. Boston\nC. Reno\nD. Burlington\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: 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.\nThe 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.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nHint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nChoices:\nA. The magnitude of the magnetic force is smaller in Pair 1.\nB. The magnitude of the magnetic force is the same in both pairs.\nC. The magnitude of the magnetic force is smaller in Pair 2.\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.\nQuestion: Which of the following fossils is older? Select the more likely answer.\nHint: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nChoices:\nA. fern\nB. dinosaur footprint\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: 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.\nThe 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.\nQuestion: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nHint: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nChoices:\nA. neither; the samples have the same temperature\nB. sample B\nC. sample A\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Question: Which country is highlighted?\nChoices:\nA. Jamaica\nB. Haiti\nC. The Bahamas\nD. Grenada\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: 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.\nThe 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.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nHint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.\nChoices:\nA. The magnitude of the magnetic force is greater in Pair 1.\nB. The magnitude of the magnetic force is the same in both pairs.\nC. The magnitude of the magnetic force is greater in Pair 2.\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there\nQuestion: Which better describes the Shenandoah National Park ecosystem?\nHint: Figure: Shenandoah National Park.\nShenandoah National Park is a temperate deciduous forest ecosystem in northern Virginia.\nChoices:\nA. It has warm, wet summers. It also has only a few types of trees.\nB. It has cold, wet winters. It also has soil that is poor in nutrients.\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: 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.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there\nQuestion: Which better describes the Shenandoah National Park ecosystem?\nHint: Figure: Shenandoah National Park.\nShenandoah National Park is a temperate deciduous forest ecosystem in northern Virginia.\nChoices:\nA. It has cold, wet winters. It also has soil that is rich in nutrients.\nB. It has warm, dry summers. It also has many different types of trees.\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Emilia's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Emilia was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Emilia gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether producing more insulin would help the bacteria grow faster\nB. whether different types of bacteria would need different nutrients to produce insulin\nC. whether she added enough nutrients to help the bacteria produce 20% more insulin\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Susan's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Susan was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Susan gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether she added enough nutrients to help the bacteria produce 20% more insulin\nB. whether producing more insulin would help the bacteria grow faster\nC. whether different types of bacteria would need different nutrients to produce insulin\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Justine's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Justine was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Justine gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether she added enough nutrients to help the bacteria produce 20% more insulin\nB. whether producing more insulin would help the bacteria grow faster\nC. whether different types of bacteria would need different nutrients to produce insulin\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Camille's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Camille was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Camille gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether she added enough nutrients to help the bacteria produce 20% more insulin\nB. whether producing more insulin would help the bacteria grow faster\nC. whether different types of bacteria would need different nutrients to produce insulin\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Cara's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Cara was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Cara gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether producing more insulin would help the bacteria grow faster\nB. whether she added enough nutrients to help the bacteria produce 20% more insulin\nC. whether different types of bacteria would need different nutrients to produce insulin\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Patty's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Patty was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Patty gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether she added enough nutrients to help the bacteria produce 20% more insulin\nB. whether producing more insulin would help the bacteria grow faster\nC. whether different types of bacteria would need different nutrients to produce insulin\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Jill's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Jill was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Jill gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether she added enough nutrients to help the bacteria produce 20% more insulin\nB. whether producing more insulin would help the bacteria grow faster\nC. whether different types of bacteria would need different nutrients to produce insulin\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Kendall's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Kendall was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Kendall gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether producing more insulin would help the bacteria grow faster\nB. whether different types of bacteria would need different nutrients to produce insulin\nC. whether she added enough nutrients to help the bacteria produce 20% more insulin\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Britney's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Britney was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Britney gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether producing more insulin would help the bacteria grow faster\nB. whether she added enough nutrients to help the bacteria produce 20% more insulin\nC. whether different types of bacteria would need different nutrients to produce insulin\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Jenny's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Jenny was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Jenny gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether she added enough nutrients to help the bacteria produce 20% more insulin\nB. whether different types of bacteria would need different nutrients to produce insulin\nC. whether producing more insulin would help the bacteria grow faster\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Allie's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Allie was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Allie gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether she added enough nutrients to help the bacteria produce 20% more insulin\nB. whether different types of bacteria would need different nutrients to produce insulin\nC. whether producing more insulin would help the bacteria grow faster\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Emmy's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Emmy was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Emmy gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether different types of bacteria would need different nutrients to produce insulin\nB. whether producing more insulin would help the bacteria grow faster\nC. whether she added enough nutrients to help the bacteria produce 20% more insulin\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Maura's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Maura was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Maura gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether producing more insulin would help the bacteria grow faster\nB. whether different types of bacteria would need different nutrients to produce insulin\nC. whether she added enough nutrients to help the bacteria produce 20% more insulin\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Tina's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Tina was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Tina gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether she added enough nutrients to help the bacteria produce 20% more insulin\nB. whether producing more insulin would help the bacteria grow faster\nC. whether different types of bacteria would need different nutrients to produce insulin\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Diana's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Diana was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Diana gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether she added enough nutrients to help the bacteria produce 20% more insulin\nB. whether producing more insulin would help the bacteria grow faster\nC. whether different types of bacteria would need different nutrients to produce insulin\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Tanvi's test show?\nHint: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Tanvi was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Tanvi gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.\nChoices:\nA. whether producing more insulin would help the bacteria grow faster\nB. whether she added enough nutrients to help the bacteria produce 20% more insulin\nC. whether different types of bacteria would need different nutrients to produce insulin\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Question: What did the scientists discover?\nHint: Read the passage about a new discovery.\nA few scientists were looking for sharks when they saw something surprising. They found a sea turtle that glowed! The turtle's shell was bright red and green. This was a new discovery. Scientists had never seen a sea turtle with a glowing shell before.\nScientists want to know why these turtles have a shell that glows. Sadly, there are not many of these turtles left in the world. So, it is hard to learn about them.\nChoices:\nA. a sea turtle that can fly\nB. a sea turtle with a glowing shell\nAnswer with the letter.",
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"data": "Answer: B",
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"data": "Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nQuestion: Which continent is highlighted?\nChoices:\nA. Europe\nB. Asia\nC. North America\nD. Antarctica\nAnswer with the letter.",
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"data": "Answer: C",
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"role": "assistant"
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"data": "Lecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nQuestion: Which ocean is highlighted?\nChoices:\nA. the Atlantic Ocean\nB. the Indian Ocean\nC. the Arctic Ocean\nD. the Southern Ocean\nAnswer with the letter.",
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"data": "Answer: C",
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"data": "Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink 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.\nJuice is a liquid. Honey is also a liquid.\nQuestion: Is a ring a solid or a liquid?\nChoices:\nA. a solid\nB. a liquid\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nQuestion: Which material is this ring made of?\nChoices:\nA. metal\nB. concrete\nAnswer with the letter.",
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"data": "Answer: A",
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"data": "Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink 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.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can’t see them. Air is a gas.\nQuestion: Is a ring a solid, a liquid, or a gas?\nChoices:\nA. a solid\nB. a liquid\nC. a gas\nAnswer with the letter.",
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{
"data": "Answer: A",
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"data": "Lecture: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nQuestion: Which material is this screw driver made of?\nChoices:\nA. cardboard\nB. plastic\nAnswer with the letter.",
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"data": "Answer: B",
"modality": "text",
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"data": "Lecture: The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.\nThe roots take in water and nutrients from the soil. They also hold the plant in place in the soil.\nThe stem supports the plant. It carries food, water, and nutrients through the plant.\nThe leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.\nAfter they are pollinated, the flowers make seeds and fruit.\nThe fruit contain the seeds. Each fruit grows from a pollinated flower.\nThe seeds can grow into a new plant. Germination is when a seed begins to grow.\nQuestion: Which part of the collard plant do we usually eat?\nHint: People use collard plants for food. Photosynthesis makes food for the plant. We usually eat the part of the plant that does most of the photosynthesis.\nChoices:\nA. the leaves\nB. the flowers\nC. the root\nAnswer with the letter.",
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{
"data": "Answer: A",
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"data": "Lecture: 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.\nThe 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.\nYou 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.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nHint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.\nChoices:\nA. The magnitude of the magnetic force is greater in Pair 1.\nB. The magnitude of the magnetic force is greater in Pair 2.\nC. The magnitude of the magnetic force is the same in both pairs.\nAnswer with the letter.",
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"data": "Answer: B",
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{
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"data": "Question: Which country is highlighted?\nChoices:\nA. Solomon Islands\nB. New Zealand\nC. the Federated States of Micronesia\nD. Palau\nAnswer with the letter.",
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"data": "Answer: D",
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"role": "assistant"
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"data": "Question: What is the capital of Kentucky?\nChoices:\nA. Frankfort\nB. Nashville\nC. Louisville\nD. Lexington\nAnswer with the letter.",
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{
"data": "Answer: A",
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"data": "Lecture: 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.\nQuestion: Which property matches this object?\nHint: Select the better answer.\nChoices:\nA. colorful\nB. sticky\nAnswer with the letter.",
"modality": "text",
"role": "user"
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{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
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[
{
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"data": "Question: Which country is highlighted?\nChoices:\nA. Jamaica\nB. The Bahamas\nC. Cuba\nD. Haiti\nAnswer with the letter.",
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{
"data": "Answer: C",
"modality": "text",
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"data": "Lecture: Offspring phenotypes: dominant or recessive?\nHow 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.\nIf 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.\nIf 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.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\nQuestion: What is the probability that a Channel catfish produced by this cross will have a white body?\nHint: In a group of Channel catfish, some individuals have a brown body and others have a white body. In this group, the gene for the body color trait has two alleles. The allele for a brown body (B) is dominant over the allele for a white body (b).\nThis Punnett square shows a cross between two Channel catfish.\nChoices:\nA. 4/4\nB. 0/4\nC. 2/4\nD. 3/4\nE. 1/4\nAnswer with the letter.",
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"data": "Answer: E",
"modality": "text",
"role": "assistant"
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{
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"data": "Question: What is the capital of Pennsylvania?\nChoices:\nA. Harrisburg\nB. Trenton\nC. Pittsburgh\nD. Philadelphia\nAnswer with the letter.",
"modality": "text",
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{
"data": "Answer: A",
"modality": "text",
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[
{
"data": "0",
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"data": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nQuestion: Which property matches this object?\nHint: Select the better answer.\nChoices:\nA. shiny\nB. yellow\nAnswer with the letter.",
"modality": "text",
"role": "user"
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{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
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"data": "Lecture: 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.\nQuestion: Which property matches this object?\nHint: Select the better answer.\nChoices:\nA. scratchy\nB. smooth\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
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[
{
"data": "0",
"modality": "image",
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"data": "Lecture: 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.\nThe 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.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nHint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nChoices:\nA. The magnitude of the magnetic force is smaller in Pair 2.\nB. The magnitude of the magnetic force is smaller in Pair 1.\nC. The magnitude of the magnetic force is the same in both pairs.\nAnswer with the letter.",
"modality": "text",
"role": "user"
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{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
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[
{
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"data": "Lecture: 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.\nThe 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.\nQuestion: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nHint: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.\nChoices:\nA. neither; the samples have the same temperature\nB. sample B\nC. sample A\nAnswer with the letter.",
"modality": "text",
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{
"data": "Answer: C",
"modality": "text",
"role": "assistant"
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[
{
"data": "0",
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"data": "Lecture: 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.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other organisms. Consumers cannot make their own food.\nQuestion: In this food chain, the macroalgae is a producer. Why?\nHint: This diagram shows a food chain from the River Frome, a freshwater ecosystem in England.\nChoices:\nA. It eats another organism.\nB. It makes its own food.\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
},
{
"data": "Lecture: 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.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other organisms. Consumers cannot make their own food.\nQuestion: In this food chain, the sludge worm is a consumer. Why?\nHint: This diagram shows a food chain from the River Frome, a freshwater ecosystem in England.\nChoices:\nA. It makes its own food.\nB. It eats another organism.\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
},
{
"data": "Lecture: 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.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other organisms. Consumers cannot make their own food.\nQuestion: In this food chain, the alderfly nymph is a consumer. Why?\nHint: This diagram shows a food chain from the River Frome, a freshwater ecosystem in England.\nChoices:\nA. It makes its own food.\nB. It eats another organism.\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: 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.\nThe 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.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nHint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nChoices:\nA. The magnitude of the magnetic force is the same in both pairs.\nB. The magnitude of the magnetic force is smaller in Pair 1.\nC. The magnitude of the magnetic force is smaller in Pair 2.\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Question: What is the capital of Massachusetts?\nChoices:\nA. Cambridge\nB. Boston\nC. Trenton\nD. New Orleans\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: 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.\nThe 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.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nHint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.\nChoices:\nA. The magnitude of the magnetic force is greater in Pair 1.\nB. The magnitude of the magnetic force is the same in both pairs.\nC. The magnitude of the magnetic force is greater in Pair 2.\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe 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.\nA 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.\nTogether, 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.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nQuestion: Select the organism in the same genus as the Victoria crowned pigeon.\nHint: This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria.\nChoices:\nA. Goura scheepmakeri\nB. Aequorea victoria\nC. Falco sparverius\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
},
{
"data": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe 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.\nA 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.\nTogether, 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.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nQuestion: Select the organism in the same species as the Victoria crowned pigeon.\nHint: This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria.\nChoices:\nA. Cyanocitta cristata\nB. Goura victoria\nC. Strix nebulosa\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nQuestion: Which material is this belt made of?\nChoices:\nA. ceramic\nB. leather\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
},
{
"data": "Lecture: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nQuestion: Which material is this belt made of?\nChoices:\nA. metal\nB. rubber\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe 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.\nA 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.\nTogether, 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.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n\nQuestion: Select the organism in the same species as the North American beaver.\nHint: This organism is a North American beaver. Its scientific name is Castor canadensis.\nChoices:\nA. Castor canadensis\nB. Ovis orientalis\nC. Alouatta caraya\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms 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.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe 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.\nHowever, 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!\nQuestion: Is corundum a mineral or a rock?\nHint: Corundum has the following properties:\nfixed crystal structure\nsolid\npure substance\nfound in nature\nvery hard\nnot made by organisms\nChoices:\nA. mineral\nB. rock\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
},
{
"data": "Lecture: Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe 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 or molecules in different pieces of the same type of mineral are always arranged the same way.\n\nQuestion: Is corundum a mineral?\nHint: Corundum has the following properties:\npure substance\nnaturally occurring\nsolid\nfixed crystal structure\nnot made by living things\nChoices:\nA. no\nB. yes\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Question: What is the capital of Iowa?\nChoices:\nA. Des Moines\nB. Cedar Rapids\nC. Baltimore\nD. Pierre\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather 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.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nQuestion: Does this passage describe the weather or the climate?\nHint: Figure: Marseille.\nMarseille is a town on the southern coast of France. Cold winds from the north, called mistral winds, are common in Marseille each year during late winter and early spring.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nChoices:\nA. weather\nB. climate\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
},
{
"data": "Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather 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.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nQuestion: Does this passage describe the weather or the climate?\nHint: Figure: Marseille.\nMarseille is a town on the southern coast of France. Cold winds from the north, called mistral winds, were blowing here last night.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nChoices:\nA. climate\nB. weather\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Question: What is the capital of Virginia?\nChoices:\nA. Baton Rouge\nB. Richmond\nC. Arlington\nD. Norfolk\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nQuestion: Which property do these two objects have in common?\nHint: Select the better answer.\nChoices:\nA. sticky\nB. yellow\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Question: What is the capital of Idaho?\nChoices:\nA. Boise\nB. Topeka\nC. Juneau\nD. Buffalo\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nQuestion: Which property do these two objects have in common?\nHint: Select the better answer.\nChoices:\nA. breakable\nB. hard\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nQuestion: Which ocean is highlighted?\nChoices:\nA. the Atlantic Ocean\nB. the Pacific Ocean\nC. the Southern Ocean\nD. the Indian Ocean\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\nQuestion: Which of the following was an independent variable in this experiment?\nHint: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nRick often saw woodpeckers perched in trees in his backyard, but he never saw them at his bird feeders. Rick usually filled his feeders with sunflower seeds. He wondered if he could attract woodpeckers by adding a different type of food to the feeders.\nTo test this idea, Rick gathered eight identical bird feeders. He filled four with sunflower seeds. He filled the remaining four feeders with crushed peanuts. Rick then placed the bird feeders in his backyard. Over the next five days, he counted the number of woodpeckers that visited each bird feeder each morning.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: a woodpecker at a bird feeder.\nChoices:\nA. the number of woodpeckers that visited the bird feeders\nB. the type of food used in the bird feeders\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
},
{
"data": "Lecture: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\nQuestion: Which of the following was a dependent variable in this experiment?\nHint: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nBen often saw woodpeckers perched in trees in his backyard, but he never saw them at his bird feeders. Ben usually filled his feeders with sunflower seeds. He wondered if he could attract woodpeckers by adding a different type of food to the feeders.\nTo test this idea, Ben gathered eight identical bird feeders. He filled four with sunflower seeds. He filled the remaining four feeders with crushed peanuts. Ben then placed the bird feeders in his backyard. Over the next five days, he counted the number of woodpeckers that visited each bird feeder each morning.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: a woodpecker at a bird feeder.\nChoices:\nA. the type of food used in the bird feeders\nB. the number of woodpeckers that visited the bird feeders\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: 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.\nQuestion: Which property matches this object?\nHint: Select the better answer.\nChoices:\nA. blue\nB. rough\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
},
{
"data": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nQuestion: Which property matches this object?\nHint: Select the better answer.\nChoices:\nA. yellow\nB. slippery\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nQuestion: Select the bird below.\nHint: Birds have feathers, two wings, and a beak. A woodpecker is an example of a bird.\nChoices:\nA. ostrich\nB. Japanese tree frog\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
},
{
"data": "Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nQuestion: Select the bird below.\nHint: Birds have feathers, two wings, and a beak. A woodpecker is an example of a bird.\nChoices:\nA. white stork\nB. sea otter\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: A",
"modality": "text",
"role": "assistant"
}
] |
|
[] |
[] |
[
{
"data": "0",
"modality": "image",
"role": "user"
},
{
"data": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether 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.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nQuestion: Will these magnets attract or repel each other?\nHint: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nChoices:\nA. repel\nB. attract\nAnswer with the letter.",
"modality": "text",
"role": "user"
},
{
"data": "Answer: B",
"modality": "text",
"role": "assistant"
}
] |
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